ITP QUALIFYING EXAM ( PART 2) Flashcards
CHAPTER 5
A nonstop process and there is always something to learn, it serve as the foundation of his activities and a proof of his being rational
Learning
CHAPTER 5
The simplest kind of learning. This is a phenomenon whereby “we get used “ to something, meaning that we know and we get used to what it is.
Habituation
CHAPTER 5 (LEARNING)
The next level of learning wherein we form new association between a stimulus and a response (S-R Theory)
EX :
Classical conditioning - Imagine you always hear a specific ringtone before getting a text message from a friend. Overtime, just hearing that ringtone (neutral stimulus) makes you feel happy (response) because you associate it with receiving a message from your friend (meaningful stimulus)
Associative learning
CHAPTER 5 (LEARNING)
Respondents conditioning involves the transfer of respons from one stimulus to another through repeated pairings
Classical conditioning
CHAPTER 5 (LEARNING)
Discovered the classical conditioning. He was a Russian physiologist where the subject of his experiment was a dog
Ivan pavlov
CHAPTER 5
Bell sounding -
The food -
Neutral stimulus
Unconditioned stimulus
CHAPTER 5 (LEARNING, MEMORY AND THINKING)
Phase of classical conditioning whereby the stimulus association is learned, in the initial stage in classical conditioning where a neutral stimulus is repeatedly paired with an unconditioned stimulus until the neutral stimulus becomes a conditioned stimulus that elecits a conditioned response
Ex: A person might develop a phobia of dogs if they were bitten by a dog and now feel fear whenever they see a dog
Acquisition
CHAPTER 5
The constant pairing of a conditioned stimulus and unconditioned stimulus
EX : Each time the bell rung and the dog is presented with food
Trial
CHAPTER 5 (LEARNING, MEMORY AND THINKING)
Refers to an event which may enhance or maintain the strength of a response (Repeated pairing of stimuli)
Ex: In therapy, classical conditioning principles are used to treat phobias. For example: a person with fear of spiders might be gradually EXPOSED to spiders in a controlled environment until the fear response diminishes
Reinforcement
CHAPTER 5 (LEARNING, MEMORY AND THINKING)
This refers to a decrease in the strength of a conditioned response resulting from repeatedly eliciting the response in the absence of the reinforcement
EX: If Someone stops receiving pleasure from smoking they may eventually quit the habit
EX: If the bell is continued without presenting food the dogs would eventually stop salivating to the bell
Extinction
CHAPTER 5 (LEARNING, MEMORY AND THINKING)
A possible recurrences of an extinguished conditioned response
EX : After extinction where the bell was no longer paired with food and the dogs stopped salivating the dogs might salivate again when the bell is rung after a rest period
EX : individuals recovering from addiction might experience spontaneous cravings or urges to use substance again after a period of abstinence
Spontaneous recovery
CHAPTER 5 (LEARNING, MEMORY AND THINKING)
This is the tendency of the stimulus that is similar to the conditioned stimulus to elicit the conditioned response
EX: In Pavlov’s study the dogs can also began to salivate to similar sounds like a buzzer, or a different tone
EX: A person with fear of dogs might also fear other animals with similar characteristics, therapist can use this knowledge to design effective exposure therapies
EX: a brand might use a popular song in their ads, leading consumers to feel positive about the product whenever they hear similar music
Generalization
CHAPTER 5 (LEARNING, MEMORY AND THINKING)
The opposite of generalization. It is the process of responding to the variation or differences between stimuli.
EX : the dogs learned to salivate only to the specific tone of the bell that was paired with food, and not to other sounds like a different tone or buzzer
EX : The person learns to fear only that specific dog and not all dogs, distinguishing between the dog that bit them and other dogs
EX : A person with fear of spiders might learn to discriminate between harmful and harmless spiders, reducing their overall fear response
Discrimination
CHAPTER 5
This is a phenomenon, which aids the individual to become flexible with his response to the environment
Higher-order conditioning
CHAPTER 5 (LEARNING)
The learner is allowed to discover how his behaviour response affect the environment and vice-versa
Operant instrumental conditioning
CHAPTER 5
(LEARNING, MEMORY AND THINKING) – OPERANT CONDITIONING
Refers to a series of responses wherein each response leads to the next response
EX : when one learns the lyrics of a song, singing a line will lead to the next line until the end of the song
EX : In training a dog, the dog is rewarded each time it is able to perform a trick, with the biggest reward given after the most difficult trick is done
EX : teaching a child to tier their shoes, you might start by reinforcing the child for picking up the laces then making the first loop, and so on until they can ties their shoes independently
Shaping
CHAPTER 5 (LEARNING, MEMORY AND THINKING) – OPERANT CONDITIONING
A progressive weakening of an instrumental learning due to the withdrawal of reinforcement. If the learned response is strong enough, the more difficult it is to extinguish.
EX : If a dog stops receiving treats (reinforcer) for performing trick (behavior ) it will eventually stop performing trick
EX : If a child’s tantrums is no longer reinforced by attention, the tantrum behavior will eventually decrease and stop
Extinction
CHAPTER 5 (LEARNING, MEMORY AND THINKING) – OPERANT CONDITIONING
Refers to the tendency of a stimulus, which is similar to the one used in training to elicit the same response.
EX : a girl’s liking for her tutor may be transferred to her teachers
EX : A dog is trained to sit when it hears the command “sit” (stimulus) the dog might also sit when it hears similar commands like “sit down” or “sit here”
EX : A student is praised for raising their hand before speaking in class. The student might also raise their hand in other settings like during group activities or in different classes.
Stimulus generalization
CHAPTER 5 (LEARNING, MEMORY AND THINKING) – OPERANT CONDITIONING
The response to a specific stimulus but not to other similar stimulus. This achieved through reinforcement or punishment
EX : A dog learns to sit when it hears the command “sit” but not when it hears other words like “stay” or “roll over”. The command sit is the descriminative stimulus that signals the dog will receive a treat if it sits.
EX : A student learns to raise their hand to speak when the teacher is present (discriminative stimulus) but not when the teacher is absent. The presence of the teacher signals that raising a hand will be rewarded with attention
Discrimination learning
CHAPTER 5 (LEARNING, MEMORY AND THINKING) – OPERANT CONDITIONING
There is a possibility of maintaining operant response in a schedule of intermittent wherein the responses made by an individual are reinforced only part of the time.
EX : in life we do not receive a reward for giving charity, but, we still continue to do so even if we are not given any reward
EX : Teachers give pop quizzes at random times. Students are motivated to stay prepared because they never know when the next quiz will be (BIO CAN RELATE)
EX : A salesperson receives commission only after making a certain number of sales, which can vary. This encourages consistent effort to makes sales
Partial reinforcement
CHAPTER 5 (LEARNING, MEMORY AND THINKING) – OPERANT CONDITIONING
These reinforcers are learned, they are referred to a stimulus that has gained a reinforcing property by having been paired with a primary reinforcer like money, grades and praises.
EX : People work to earn money (secondary reinforcer) because it can be exchanged for goods and services that satisfy basic needs (primary reinforcer)
EX : Verbal praise like “ Good job!” Becomes reinforcing when it is consistently paired with rewards like treats or privileges
Secondary reinforcement
CHAPTER 5
____ are biological: they do not need any previous training in order to strengthen a response
Primary reinforcement
CHAPTER 5 ( LEARNING)
The most prominent social learning theorist in the united states, who has engaged in many experiments involving learning by observing which is otherwise known as vicarious learning or modelling because a model is being imitated
Albert bandura
CHAPTER 5 (MODELLING LEARNING)
Sensing and perceiving the important aspects of the behavior to be imitated
EX : students pay attention to a teacher demonstrating a math problem on the board. If they are distracted, they might miss important steps and fail to learn the correct method
EX : An athlete watches a coach demonstrating a new technique. By playing close attention, the athlete can replicate the technique more accurately during practice
Attention
CHAPTER 5 (MODELLING LEARNING)
Remembering the behavior either through mental images or languages
EX : a person watches a dance routine and remembers the steps by visualizing the movements and repeating them mentally
EX : someone watches a cooking show and retains the recipe and techniques by taking notes or mentally rehearsing steps
Retention
CHAPTER 5 (MODELLING LEARNING)
Converting the recalled observation into action
EX : A child watches an older sibling ride a bike (attention) remembers the steps involved (retention) and then practices balancing and pedaling (action)
EX : A student observes a teacher playing a piano, retains the sequence of notes and hand movements and then practices playing the same piece
Motoric reproduction
CHAPTER 5 (MODELLING LEARNING)
Being encourage and motivated to adopt the behavior
EX : A child observes a sibling receiving praise for doing homework. The child is then motivated to do their homework to receive similar praise
EX : An employee sees a colleague being reprimanded for arriving late. To avoid similar punishment, the employees ensures they arrive on time.
EX : A student watches a peer being rewarded with extra credit for participating in class. The student is then encouraged to participate more actively.
Reinforcement
CHAPTER 5
Refers to the proficiency and competency in a certain kind of performance. Some forms of skills are verbal, reading, and writing. Others are mechanical and athletic.
Skill
CHAPTER 5 (LEARNING)
Three stages in learning skill (3)
1. ( involes gaining knowledge and understanding)
EX : when learning to play piano, cognition involves understanding musical notes, reading sheet music, and remembering finger placements.
2. (Practices skill repeatedly to improve accuracy and consistency)
EX : A basketball player repeatedly practices free throws to improve their shooting accuracy. Over time, their movements become more precise and consistent
3. ( skills becomes automatic and can be performed with little conscious thought)
EX : An experient drive can navigate through traffic while carrying on a conversation because the basic driving skills have become automatic
Cognition
Fixation
Automation
CHAPTER 5
This kind of learning is distinctly human. It involves the use of words, either as stimuli or responses. Some forms of linguistic abilities like speaking, reading, writing, and reciting
Verbal learning
CHAPTER 5
Where the firt item in a list serves as a stimulus to the second serves as stimulus to the next. Thus, the first and last items in the list are better remembered than the middle item.
Serial- anticipation learning
CHAPTER 5 (VERBAL LEARNING)
Involves the organization of the verbal materials like groupings of vegetables and fruits. Items when grouped according to categories are easier learned and in free recall, the learned items can be reproduced in any order
EX : After a lesson, students can be asked to write down everything they remember about the topic. This techique, sometimes called a “brain dump” helps reinforce learning and identify gaps in knowledge
Free recall learning
CHAPTER 5
Involves establishing a relationship between the two elements, where one element serves as a stimulus to the other which is the response
EX :
participants are presented with pairs of items, such as knight–heaven, elephant–house, flower–camera, and so on. Later, they are given the left-hand member of the pair (e.g., knight) and are asked to recall the right-hand member of the pair (heaven).
Paired-associate learning
CHAPTER 5
Learning is not just the result of external forces, it is also internal. A process that we cannot observe and see is taking place. This involves cognitive learning like perceiving of current happenings, recalling previous experiences, thinking, reasoning, evaluating, and abstracting
Cognitive learning
CHAPTER 5
Defined as the extent to which original and previous learned information persists
Memory
CHAPTER 5
The process of reproducing past learning/experience without any clue
Recall
CHAPTER 5 ( MEMORY)
Denotes the ability to identify learned items that are familiar
Recognition
CHAPTER 5
Involves the recollection of past learning/experience with the presence of cues
Reintegration
CHAPTER 5
Simplify refers to reviewing previous learning, the easiest method
Relearning
CHAPTER 5 (BASIC STEPS IN MEMORY)
This step may be involuntary, for instance, when we hear a sound or we see something which makes an impression to us or it may be involuntary effort for us to focus our attention for keener perception
EX : Imagine you are at crowded party and you see a friend across the room. Their face allows you to recognize them and recall their name and past interactions. This process involves encoding the visual information (their face) storing it in memory, and retrieving it when you see them again
Perception
CHAPTER 5 (BASIC STEPS IN MEMORY)
Process of classifying information. In order for information to be ready for storage, we have to organize it first into a meaningful manner
EX : Coding the letters of the alphabet into words, then coding the words into sentences, sentences into ideas.
EX : Remembering a grocery list by visualizing the items, repeating the items out loud or associating items with their uses
Encoding/acquisition
CHAPTER 5 (BASIC STEPS IN MEMORY)
Process of holding the memory of an encoded material or information for future use
EX : Storage a friend’s birthday in your long term memory
EX: anniversary date/ birthday etc.
Storage
CHAPTER 5 (BASIC STEPS IN MEMORY)
It involves getting the remembered information out of storage. We have to bring back to the conscious level a stored memory of information
EX : Recalling the name of the person you met at a party
Retrieval
CHAPTER 5
This is our working memory and our active memory containing the information that we are presently using . May last up to 20 SECONDS also called Sensory memory (SM) which information usually stays less than a second
Short-term memory
CHAPTER 5
It remains for the rest of our lives, pieces of information stored in the brain for many years that could be retrieved when we need them without any rehearsal
Long-term memory
CHAPTER 5 (MEMORY)
Three types of LTM(Long term memory)
Semantic memory
Procedural memory
Episodic memory
CHAPTER 5 (THREE TYPES OF LONG TERM MEMORY)
Memories for rules and concepts. This also involves mental modules of our environment.” GENERAL KNOWLEDGE”
Ex: Golden rule and law of gravity
EX : Knowing the definition of the word “bicycle”
EX : Knowing that Paris is the capital of france
EX : Memorizing the meaning of new words
Semantic memory
CHAPTER 5 (THREE TYPES OF LONG TERM MEMORY)
Most simple and basic form of LTM
Examples: rudimentary types of behavior and procedures like self-dressing and self-feeding
EX : Experienced typist cam type quickly without looking at the keys
EX : Musicians can play songs from memory without consciously thinking about each note
EX : after learning a bike, you don’t need to think about balancing or pedaling
Procedural memory
CHAPTER 5 (THREE TYPES OF LONG TERM MEMORY)
It refers to record of personal experiences which are great significance like your first love, debut party, first dance and anniversaries
EX : Remembering you first day, including what you wore, who you met, and how you felt.
EX : Recalling the details of your 7th birthday including the games you played and the cake you had.
Episodic memory
CHAPTER 5 ( MEMORY)
Refers to individuals with exceptional memory
Memorists
CHAPTER 5 (MEMORY)
These are individuals who possess eidetic imagery power
Eidetikers
CHAPTER 5 (MEMORY)
Like in the case of amnesia where the memory breaks down
Memory disorder
CHAPTER 5 (MEMORY)
Three forms of amnesia (3)
Anterograde amnesia
Retrograde amnesia
Psychogenic amnesia
CHAPTER 5 (FORMS OF AMNESIA)
The inability of the individual to form new permanent memories.
EX : Imagine someone who has severe head injury. They can remember their life before the injury but cannot remember what they did yesterday or even a few minutes ago. They might need to rely on notes, reminders , and support from family to manage daily tasks.
Anterograde amnesia
CHAPTER 5 (FORMS OF AMNESIA)
The inability to reproduce and recall pieces of information learned prior to amnesia
EX : After a car accident, a person might not remember anything that happened in the days, months, or even years before the accident
EX : Someone who had stroke may lose memories of events that happened before the stroke but can still remember things that happen afterward
EX : A person who experience a traumatic event might block out memories of the event and the time leading up to it
Retrograde amnesia
CHAPTER 5 (FORMS OF AMNESIA)
A rare form of amnesia which is a memory disorder brought about by emotionally disturbing events
EX : A person suddenly forgets their identity and may wander away from home, sometimes adopting a new identity
EX : Forgetting all events that occured during specific period, such as the hours or days sorrounding the traumatic events .
EX : Remembering some parts of an event but not others, often related to trauma
Psychogenic amnesia
CHAPTER 5 (MEMORY)
Theories of forgetting (3)
Interference theory
Decay theory
Retrieval-based forgetting
CHAPTER 5 (THEORIES OF FORGETTING)
Conflict among information learned earlier or later
EX : If you learned Spanish in the past and are now trying to learn french, you might accidentally use Spanish words when trying to speak french
EX : after learning a new phone number, you might find it difficult to remember your old phone number
TWO TYPES :
1. ____ interference, Old information disrupts the learning re recall of information
EX: Difficulty remembering a new password because of the old one
2. ____interference, new information disrupts the recall of the old information
EX: Forgetting an old adress after moving to new place
Interference theory
Proactive
Retroactive
CHAPTER 5 (THEORIES OF FORGETTING)
Lapse of time
EX : If you learn a new phone number but don’t use it frequently, you might forget it after a few weeks
EX : if you stop practicing a foreign language, you might find it harder to recall vocabulary and grammar rules over time
EX : Many people forget specific math formulas and concepts they learned in highschool if they don’t use them regularly in their daily lives
Decay theory
CHAPTER 5 (THEORIES OF FORGETTING)
Cue dependent forgetting
EX : If you focus on studying certain topics for an exam you might find it harder to recall other related topics that you didn’t review as much
EX : When a witness repeatedly recalls specific details of an event, they might forget other details that were not frequently recalled
EX : Practicing a new technique in a sport might make it harder to remember an older technique that you used less frequently
Retrieval-based forgetting
CHAPTER 5 (THEORIES OF FORGETTING)
Distortion of learned information in the long term memory
EX : if you read a book years ago and haven’t revisited it, you might forget specific details or even the plot.
EX : if you don’t use a particular password frequently you might forget it after a while
Storage -based forgetting
CHAPTER 5 (THEORIES OF FORGETTING)
Form of suppression, purposeful or voluntary process
Conscious forgetting
EX : a person who experienced a traumatic event in childhood may have no conscious memory of the event, even though it affects their behavior
EX : Choosing not to dwell on a recent embarrassing moment to avoid feelings anxious or upset
Motivated forgetting
CHAPTER 5
No universally agreed meaning
Intelligence
CHAPTER 5
Developed the Standford binet intelligence scale
” Ability to think abstractly “
Lewis terman
CHAPTER 5
Developed the widely used intelligence test for varying ages
” Ability to act purposely, to think rationally and to deal effectively with environment”
David weschler
CHAPTER 5
Swiss developmental psychologist,
Developed the theory of cognitive development
“One’s ability to adapt to one’s surrounding”
Jean Piaget
CHAPTER 5 (INTELLIGENCE)
SPEARMAN TWO FACTOR-THEORY
_____ Inherited intellectual capacity that influence all around performance
_____ Task specific intelligence
EX : A person with (high general ) tends to perform well in diverse areas such as mathematics, language and logical reasoning.
EX : A person might excel in musical ability (specific) But not necessarily in (general) intelligence
EX: a student who performs well across different subjects (math, science, literature). — The same student might excel particularly in math due to its specific numerical reasoning skills
“G” Factor (general intelligence)
“S” Factor (specific abilities)
CHAPTER 5
____ the ability to understand and defined words
___ the ability to find rules and conventions to justify and solve issues (logical thought)
Verbal comprehension
Reasoning
CHAPTER 5
____ the ability to detect similarities and difference between designs and objects
____ the ability to deal with numbers speedily and accurately either theoretically or practically
Perceptual speed
Numerical ability
CHAPTER 5
____ the ability of an individual to think of words rapidly
____ the ability to recall and associate previous learned items
____ the ability to drawn a design from memory to recognize a figure whose position in the space has been distorted
Word fluency
Associative memory
Space
CHAPTER 5 (INTELLIGENCE)
In _____ intelligence is viewed as comprising
1. OPERATIONS (the way one think, refer to mental processes used to handle information)
2. CONTENTS (type of information we process)
3. PRODUCTS ( results of the application of an operation to a certain content, or our kind of thinking towards a certain subject, information is organized and processed)
EX:
1. OPERATION: Solving a math problems involves cognition (understanding the problem), memory retention (recalling formulas) and convergent production (finding the correct answer)
2. CONTENT: Reading a book involves semantic content (understanding the meaning of words) and visual content (seeing the text)
3. PRODUCTS: categorizing animals into classrs( mammals, birds, reptiles) involves recognizing units (individual animals) and their relations (similarities and difference)
J.P GUILFORD Structure of intellect
CHAPTER 5 INTELLIGENCE
Ability to reason quickly and to think abstractly
EX : figuring out how to complete a new jigsaw puzzle without prior experience
EX : Developing a strategy to navigate a maze or escape room
EX : Solving math problem using reasoning and deduction
Fluid intelligence
CHAPTER 5
Knowledge and skills that are accumulated over a lifetime
EX : Using rich vocabulary in writing or conversation
EX : Following a recipe from memory without needing to look it up
EX : Answering trivia questions basef on accumulated knowledge
EX : Applying known formulas to solve math problems
Crystalized intelligence
CHAPTER 5 INTELLIGENCE
____ Theory by???
____ this ability to reason, think flexibility, and solve new problems without relying on previous knowledge. Braind raw processing power.
____ ability to use knowledge, facts, and experience that you have accumulated over time. It’s like your brain DATABASE of INFORMATION
EX: teacher might use different strategies to enhance both types of intelligence. Example problem solving activities can boost fluid intelligence, while reading and discussion can enhance crystallized intelligence
Cattell and Horn’s
Fluid intelligence
Crystallized intelligence
CHAPTER 5 INTELLIGENCE
_______
Psychologist ___ defined intelligence as “mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life. Some of Gardner’s intelligence are better viewed as individual talents.
THREE ASPECTS;
1. __ intelligence, knowledge acquisition components or simply one’s academic problem-solving skills measured by INTELLIGENCE TEST.
EX : Solving math problem by breaking down into smaller steps and using logical reasoning to find solution.
2. __ “ “ , ability to deal with novelty and to automize processing or practical intelligence need for ROUTINE/DAILY TASK
EX : Coming up with a unique marketing strategy for a new product by drawing on past experiences and thinking outside the box
3. __ “ “, practical and social intelligence, like reacting to new situations
EX : successfully navigating a job interview by understanding the social dynamics and presenting oneself effectively
Triarchic Theory of Intelligence
Robert Sternberg
Componential
Experiential
Contextual
CHAPTER 5
STERNBERG TRIARCHIC THEORY OF INTELLIGENCE
Refers to problem solving abilities
EX : Solving complex math problem or analyzing a scientific experiment
Analytical intelligence
CHAPTER 5
STERNBERG TRIARCHIC THEORY OF INTELLIGENCE
This aspect of intelligence involved the ability to deal with new situations using past experiences and current skills
EX : designing a new product or coming up with a unique marketing strategy
Creative intelligence
CHAPTER 5
STERNBERG TRIARCHIC THEORY OF INTELLIGENCE
This element refers to the ability to adapt to a changing environment
EX: successfully managing a team at work or finding the best route to avoid traffic
Practical intelligence
CHAPTER 5
Invented the first IQ test
Classify the normal and abnormal learners
Alfred binet
CHAPTER 5
Devised a variation of Binet’s test, intelligence test used particularly on children aged 3 to 15 years
Theophile Simon
CHAPTER 5
I.Q FORMULA _____
____ Degree of intelligence exhibited by a person compare to other of his age
____ chronological age or Age
M.A/C.A ×100
M.A
C.A
CHAPTER 5
TYPE OF TEST
This is usually given to one person at a time by experts though time consuming and more effort is used, the result is highly reliable in terms of procedure
Individual test
CHAPTER 5
TYPE OF TEST
Often times administered to several persons at a time by anybody who can follow directions. It is the effort and time saving but the results is less reliable if not given under close supervision
Group test
CHAPTER 5
TYPE OF TEST
there is a predominance of oral communication or language. It is given to a literate who understands the language used in which the test is. Written
Verbal test
CHAPTER 5
TYPE OF TEST
Measures the intelligence of a person without the use of language and usually given to illiterates, pre-schoolers and foreigners who do not have a command of the language used in the verbal test. This is a tool-manipulated type of test.
Non-verbal test/ performance test
CHAPTER 5
TYPE OF TEST
Measures the amount of work done regardless of time spent
Power test
CHAPTER 5
TYPES OF TEST
measures the amount of work done within the time limit
Speed test
CHAPTER 5
A person’s unique and relatively stable behavior patterns; the consistency of who you are, have been and will become
Personality
CHAPTER 5
personal characteristics that have been judged or evaluated
Character
CHAPTER 5
Heredity aspects of personality, including sensitivity, moods, irritability and adaptability
Temperament
CHAPTER 7
People who have several traits in common
EX: MBTI (extraversion, introversion, sensing/intuition, thinking/feeling, and judging/perceiving)
Personality type
CHAPTER 7 PERSONALITY
Examples of which are the physical traits like body built, complexion of the skin, facial contours and physical appearance
External attributes
CHAPTER 7 PERSONALITY
Those refers to the conditions of the nervous system, endocrine system and also the IQ level of the individual
Internal attributes
CHAPTER 7 PERSONALITY
___ Attempt to learn what traits make up personality and how they relate to actual behavior. Aims to describe personality with a small number of traits or factors
A) Traits are relatively stable over time
B) traits differ among individuals
C) traits influence behavior
EX : Consider a company looking to hire a new team member. They might use personality test based on the big five model to assess candidates. For a role that requires teamwork and collaboration, they might look for someone high in aggreableness and extraversion. This helps ensure the new hire will fit well with the team and contribute positively to the work environment
Trait theories
CHAPTER 7 PERSONALITY
Stable quality a person shows across most situations. They are consistent patterns of thoughts, feelings and behaviors
EX: Extraversion, agreeableness, openess, etc.
Personality trait
CHAPTER 5
Focus on the inner workings of personality, especially internal conflicts and struggles
Psychodynamic theories
CHAPTER 5
Focus on external environment and on effects of conditioning and learning
Behaviorists theories
CHAPTER 5
Attribute differences in perspective to socialization, expectations and mental processes
Social learning theories
CHAPTER 7 PERSONALITY
Focus on private, subjective experience and personal growth
Humanistic Theories
CHAPTER 5
A characteristic pattern of behavior
A disposition to feel and act, as assessed by self-report inventories and peer reports
EX : intelligence, height, creativity and empathy
Trait
CHAPTER 5
A questionnaire on which people respond to items designed to gauge a wide range of feelings and behaviors
Used to assess selected personality traits
Personality inventory
CHAPTER 7 PERSONALITY (BIG FIVE)
THE TRAIT PERSPECTIVE
Being curious, original, intellectual, creative and open to new ideas
EX : (high) might enjoy travelling to new places and trying different cuisines, (low) might prefer familiar routines and traditional foods
Openness
CHAPTER 7 PERSONALITY (BIG FIVE)
Being organized, systematic, punctual, achievement-oriented and dependable
EX : (high) Meticulously plan their task and meet deadlines consistently
(Low) Struggle with procrastination and disorganization
Conscientiousness
CHAPTER 7 PERSONALITY (BIG FIVE)
Being outgoing, talkative, sociable and enjoying social situations
Extraversion
CHAPTER 7 PERSONALITY PERSONALITY (BIG FIVE)
Being affable, tolerant, sensitive, trusting, kind and warm
EX : A person might volunteer to help a colleague with their workload. (High)
EX : (low) be more competitive and less willing to assist
Agreeableness
CHAPTER 7 PERSONALITY (BIG FIVE)
Being anxious, irritable, temperamental and moody
EX: a person high in neuroticism might feel overwhelmed by work deadlines and worry excessively about their performance.
EX : They may feel anxious in social settings, fearing judgement or rejection from others
EX : They might frequently worry about their health, interpreting minor symptoms as serious illnesses
Neuroticism
CHAPTER 7
Striving for superiority, early childhood experiences are important to development.
Birth order may influence personality development
Alfred Adler
CHAPTER 7
Real self- how you really are with regards to personality, values and morals and ideal self a construct you apply to yourself to conform to social and personal norms and goals
Karen horney
CHAPTER 5
Model of personality that emphasizes learning and observable behavior
Behavioral personality theory
CHAPTER 7 PERSONALITY
Emphasized that people have free will and that they play an active role in determining how they behave,
Approach that focuses on human experiences, problems, potentials and ideals
Humanistic theory
CHAPTER 7
Ability to choose that is NOT controlled by genetics, learning or unconscious forces
Free choice
CHAPTER 7
Refers to personal and internal perception of events shape by an individual past experiences, beliefs , emotions and Private perceptions of reality.
EX : a surprise party might be thrilling for one individual but stressful for another who dislikes surprised . The same event may cause happiness in one person and anxiety in another.
Subjective experience
CHAPTER 7
Fulfilling themselves and doing best that they are capable of doing. Characterized by the realization of one’s full potential and the pursuit of self growth and fulfillment.
EX : engaging in activities not for fame or money, but for joy and creation itself
Self-actualizing person
CHAPTER 7 PERSONALITY (HUMANISTIC)
Focused on growth and fulfillment of individuals, Genuineness, acceptance and empathy. View humanistic Theories as positive and optimistic proposals which recognize the tendency of the human personality towards growth and self actualization.
Carl rogers
CHAPTER 5
The ability to put oneself in the shoes of other people and see the world as they see it. Unlike sympathy, which merely projects feelings onto other people, it allows one sensitively enter another feelings and accurately understand them
Empathy
CHAPTER 7 PERSONALITY
Refers to ability to convey friendliness, kindness, and genuine concern for others. One’s psychological climate and the conditions of the therapeutic interview
EX : Active listening, supportive actions
USE : In counseling, to build trust and rapport between the counselor and client, facilitating a more therapeutic relationship.
EX : in leadership, often more effective in motivating and aspiring their teams.
EX: In everyday interactions, make social interactions more pleasant and meaningful
Personal warmth
CHAPTER 7 PERSONALITY
Method of assessing personality based upon the idea that assessment of the person outer appearance, primarily the face, may give insights into one’s character or personality
EX : A person with high forehead might be considered intelligent
EX : someone with a strong jawline might be seen as determined
EX : wide-set eyes might suggest an open and adventurous personality
Physiognomy
CHAPTER 7 PERSONALITY
Personality traits of a person were determined by reading bumps and fissures in the skull
EX : imagine a person skull has been examined and find a prominent bump above the ears. They might claim this bump indicates a strong tendency towards “acquisitiveness” meaning the person is likely to be greedy or have a strong desire to acquire possessions
Phrenology
CHAPTER 7 PERSONALITY
Study and analysis of handwriting especially in relation to human psychology
EX : imagine a graphologist examining a job applicants handwriting. They might conclude that the applicant is ambitious and detail oriented based on their large, neatly written letters.
Graphology
CHAPTER 7
SCIENTIFIC METHOD OF ASSESSING PERSONALITY
It is a written self-rating test or inventory test which is administered in a form of questionnaires and is answered by yes or no
Ex : A personality test like the big five inventory (BFI) where individuals rate themselves on a scale for various traits like openess, consciousness, and extraversion
Objective test
CHAPTER 7 PERSONALITY
Face-to-face meeting designed to gain information about someone’s personality, current psychological state or personal history
FOCUS: specific examples of past behavior and experiences
EX : An interviewer might ask “ describe a time when you had to work under pressure. How did you handle it?
Behavioral method- interview
CHAPTER 7
SCIENTIFIC METHOD OF ASSESSING PERSONALITY
Conversation is informal, and topics are discussed as they arise
EX : a job interview where the interviewer asks different questions based on the candidates previous answers and the direction of the conversation
Unstructured interview
CHAPTER 7
SCIENTIFIC METHOD OF ASSESSING PERSONALITY
Follows a prearranged plan, using a series of planned question
EX : a job interview where every candidates is asked identical questions about their experiences and skills
Structured interview
CHAPTER 7
SCIENTIFIC METHOD OF ASSESSING PERSONALITY
Developed by swiss psychologist Hermann Rorschach; contains 10 standardized test inkblots (the inkblot test) the most widely used projective tests
Rorschach technique
CHAPTER 7
SCIENTIFIC METHOD OF ASSESSING PERSONALITY
-PICTURES-
Developed by henry murray, personality theorist; projective device consisting of drawings (black and white) of various situations; people must make up stories about the people in it. A projective test in which people express their inner feelings and interests through the stories they make up about ambiguous scenes
Thematic apperception test (TAT)
CHAPTER 5 MAJOR DEFENSE MECHANISMS
When circumstances of reality frustrate an id impulses, denial intervenes to protect the ego from the frustration of the real situation. It protects the self from unpleasant reality by refusing to perceive it.
Ex: sheila who always suffers from the physical abuse of her parent denies that this ever happened to her
Ex : “ Elvis is dead”, “ No way”
EX : A person who is heavy smoker denies the evidence that smoking is harmful to their health
Denial
CHAPTER 5 MAJOR DEFENSE MECHANISMS
This defense replaces the object of an impulse with a substitute object
Ex: a researcher grant proposal is rejected for funding. She tells her lab assistant he’s been goofing off, who tells his wife she’s been ignoring the kids, who tells their six year old to pick up his toys. Who throws a shoe at the dog which pees on the kitchen floor
Displacement
CHAPTER 5 MAJOR DEFENSE MECHANISMS
Involves escaping one’s emotions through a focus on intellectual concepts, abstract and insignificant details, or rational explanation devoid of physical acceptance
Ex: after learning that carla is not invited to attend a costume party, she cooly discusses the way social cliques form and how they serve to regulate and control school life.
EX : A person who has been diagnosed with a serious illness might focus on learning everything about the disease instead of addressing their emotional response
Intellectualization
CHAPTER 5 MAJOR DEFENSE MECHANISMS
Process of unconsciously attributing one’s own unacceptable Impulses, attitudes and behaviors to other people. Enable us to blame someone else for our shortcomings
Ex: A student blames his poor grade on a professor who “can’t teach”
EX : A person who is angry at their boss might accuse their coworker of being hostile
Projection
CHAPTER 5 MAJOR DEFENSE MECHANISMS
Allows a person to defend the self’s real feeling by creating false motives. Justifying behaviors with seemingly logical reasons, avoiding true reasons.
Ex: a man loses his job would say that the job is not really desirable.
Ex (2): A girl convinces herself that it is better to buy two sets of shoes rather than buying one expensive shoes in malls
Rationalization ( sour grapes)
CHAPTER 5 MAJOR DEFENSE MECHANISMS
Unacceptable Impulses is repressed, next the opposite is expressed on a conscious level
Ex: A man who always teases a girl and criticizes her is actually manifesting a strong liking towards the girl
EX: A person who feels insecure about their appearance might become overly boastful and confident
Reaction formation
CHAPTER 5 MAJOR DEFENSE MECHANISMS
Is a way of alleviating anxiety by retreating to an earlier period of life that was more secure and pleasant. Losing one’s temper, pouting, talking baby talk, rebelling against authority, and other childish behavior.
Ex: because he is angry that his plan to have a vacation is not granted. Lito throws a tantrum
EX : An adult who is stressed start cuddling a stuffed animal
Regression
CHAPTER 5 MAJOR DEFENSE MECHANISMS
Visual or auditory perceptions may be distorted or memories associated with painful events may be obliterated completely. It is excluding uncomfortable thoughts from consciousness
Ex: myrna who is at higher risk of developing breast cancer since most of her female relatives died of cancer, still routinely forgets to do self examination
EX : A person who expressed a traumatic event in childhood may not remember the event but feels anxious without knowing why
Repression
CHAPTER 5 MAJOR DEFENSE MECHANISMS
Is the only healthy way to deal with objectionable impulses because it allows the ego to convert then into socially acceptable forms of expression
Ex: sexual desires may be sublimated by sports, arts, musics, dances and literature
EX : A person with aggressive tendencies might take up a sport like boxing to channel their aggression
Sublimation
CHAPTER 6
A need, desire or want that serves to activate or energize behavior and give it direction
Motivation
CHAPTER 6 MOTIVATION
Are motivations that are willful and we are aware of us, thus, we can provide rationale and explanation
Conscious motivation
CHAPTER 6 MOTIVATION
Are motivations that we are not aware of. These behavior may be the result of repressed fears, anxieties and latent hostilities. Freud and jung would say these actions are from the unconscious level of awareness
Unconscious motivation
CHAPTER 6 THEORY OF MOTIVATION
Attribute of events and actions depends on how
individuals view things. It would be possible that the
reason for such action of human is determined by the
present environment.
1.In the _____ a person may manifest
negative behavior caused by himself.
(They have control over their own actions and outcomes)
EX : A person who believes they can improve their job performance through hard work and skill development is likely to be more proactive and engaged in their work.
2. ____ meanwhile relates the negative behavior to the poor living environment or due to
alcoholism or drug addiction of the parent
EX : a person who believes their job performance is mostly influenced by their boss mood or company policies might be less motivated to put extra effort thinking it won’t make a difference
Internal locus of control
External locus of control
CHAPTER 6 THEORY OF MOTIVATION
There is an innate biological force causing anorganism to act in a certain way. These “forces” are perceived to be automatic, involuntary and unlearned
behavior patterns or reflexive behavior that are elicited when certain stimuli are present
Examples:
• Pregnant mother cat builds a nest with cloths and cardboards.
• Cat shows aggression by arching its back and hissing the presence of a threat.
• A hamster will accept a mouse that smells like a baby hamster
Instinct theory
CHAPTER 6 THEORIES OF MOTIVATION
Freud said that the two motivating
forces of the human – the “___ ” and “_____ ” were innate and instinctual.But cross-cultural researches showed that
not all instincts that had been identified inone culture existed in the other cultures
Libido
Thanatos
CHAPTER 6 THEORY OF MOTIVATION
2). The assumptions of the ____ theory are that
organisms attempt to maintain homeostasis, the balance of physical state or equilibrium, by constantly
adjusting themselves to the demands of theenvironment
Homeostatic
CHAPTER 6 THEORIES OF MOTIVATION
The Process of Homeostasis starts when an individual activates a need, a biological requirement for survival. This pushes or pulls the organism out of homeostasis because of the absence of a need. Thisimbalance then causes a psychological state of arousal which is uncomfortable and is called a drive
Two Types of Drivers
1.) ___ Drives – one resulting from biological needs, known as the innate drive.
2.) ___ Drives – drives that result from operant conditioning and the association with
primary reinforcements
Primary
Secondary
CHAPTER 6 THEORIES OF MOTIVATION
States that organisms seek to maintain an optimal level of ___ and this optimal levels varies from organisms to organism. Extrovert shows they have lower level of cortisol arousal so there is a possibility that extroverts are more likely to smoke, drink alcohol, have frequent sex, like loud music, eat spicy foods and engage in activities that are risky, the opposite for introverts who are believed to have higher level of cortical arousal
EX: Imagine you’re studying for an important exam. If you’re feeling too relaxed (low arousal) you might find it hard to focus and stay awake. To increase your arousal you might drink coffee or listen to upbeat music. On the other hand, if you’re feeling overly anxious (high arousal) you might struggle to concentrate to calm down, you might take deep breaths or go for a walk.
Arousal theory
CHAPTER 6 THEORIES OF MOTIVATION
___ According to this theory, people and animals are likely to be activated because they have the tendency to be pulled towards a specific goal. People and animals will perform the behavior in order to accomplish these goals. Both motivated by HEDONISM. They would try to maximize their pleasure and minimize their pain. People would attempt to attain goals that are pleasurable and they try to avoid goals that are painful
— EX : consider a student who studies hard to get good grades. The praise and recognition from teachers, friends and families, as well as the potential for scholarships or future career opportunities (external rewards) drive the student to perform well academically. — SO ME???
Incentive theory
CHAPTER 6 THEORIES OF MOTIVATION
Maslow made a hypothesis that our needs are prioritize from physiological, to biological, to social and up to spiritual.
* ____ need for food, water, oxygen and rest; sexual expression and release from tension
* ____ need for security, comfort and tranquility; freedom from fear
* ____ need to belong; to love and to be loved
* ____ need for confidence in one’s abilities, sense of worth, competence, self-esteem; respect for others
* ____ need for knowledge and understanding, for novelty
* ____ need for order and beauty
* ____ need to develop and fullfill one’s potential: to have meaningful goals
* ____ need for spirituality; identification with the cosmos
Maslow hierarchy of needs
Biological needs
Safety needs
Attachment
Esteem
Cognitive
Aesthetic
Self-actualization
Transcendence
CHAPTER 6 THEORIES OF MOTIVATION
According to the theory of Sigmund Freud, sexual and libidinal (libido) aggressive wishes are the primarily motivating forces in human life. It suggest that human behavior is driven by unconscious desires and impulses, often rooted in Early childhood.
EX : Consider a person who frequently procrastinates on important task. According to Freudian theory, this behavior might be driven by unconscious fears of failure (thanatos) conflicting with their conscious desires to succeed (eros). The ego tries to balance these conflicting desires, leading to procrastination as a coping mechanism.
Freudian concept of motivation
CHAPTER 6 THEORIES OF MOTIVATION
– OTHER MOTIVATION–
* ____ Engaging in a behavior because it is inherently enjoyable or satisfying, rather than for some external reward or pressure.
– EX : Imagine someone who loves painting, they spond hours creating art not because they want to sell their paintings or win awards, but simply because they find joy and fulfillment in the process of painting.
* ____ Engaging in a behavior to earn external rewards or avoid punishment. Our actions are driven by external factors rather than internal satisfaction. It won’t last long.
— EX : Imagine you’re working on a project at your job. The motivation to complete it might come from the promise of a bonus or praise from your boss, rather than from personal enjoyment of the task.
Intrinsic
Extrinsic
CHAPTER 6 THEORIES OF MOTIVATION
— other motivation —- (Adams equity theory)
* ____ fairness people feel they are rewarded in accordance with their contribution and in comparison with others
* ____ perceptions of employees about fairness of company procedures
Distributive
Procedural
CHAPTER 6 THEORIES OF MOTIVATION
– classification of motives —
* ____ these are the motives essential for the survival of the man for its existence
- need for hunger
- need for thirst
- need for sleep and rest
- need for proper elimination of waste
- need for maintaining proper body temperature
- Sex urges
Physiological motives
CHAPTER 6 THEORIES OF MOTIVATION
– classification of motives —
* ___ are motives essential for a man to function appropriately as a social being. The needs to socialize is important in this motive
- affection
- security and safety
- affiliation
- status
- dependency
- social approval
Psychological motives
CHAPTER 6 THEORIES OF MOTIVATION
– classification of motives —
* ___ are motives that enhance the individuals self-concept
- recognition
- power drive
- achievement
Ego-integrative motives
CHAPTER 6 THEORIES OF MOTIVATION
Any event that increases responding is called ____ and any event that decreases responding is called ___. Any event that is presented is called ___ and any event that is removed is called ___
Reinforcement
Punishment
Positive reinforcement
Negative reinforcement
CHAPTER 6 THEORY OF EMOTION
1. ____ refers to the theory that emotional feelings follow bodily arousal
EX : A person who may see a snake can shake, is aroused and then feels fear as he becomes aware of his body reactions.
2. ___ theory that proposed that emotional feelings and bodily arousal are both organized by the brain
EX : If the snake is seen as dangerous then bodily arousal, running and feelings of fear will all be generated at the same time. Both response happen together, not one after the other.
3. ___ realized that cognitive factors also enter into emotion , the theory assumes that when an individual is aroused; he has a need to interpret his feelings.
EX : Imagine you’re at the theme park and decide to ride a roller coaster, as the roller coaster climbs to the top, you heart starts racing and you feel butterflies in your stomach. You interpret these physical sensations based on the context. Since you’re at the theme park and about to experience a thrilling ride, you label these sensations as excitement.
EX : you see a snake, your heart starts race and you think “This is dangerous” The cognitive label (thinking its dangerous) combined with the physical arousal leads to feeling of fear.
4. ____ emotions have evolved because they were adaptive and helped our ancestors survive.
EX : Fear of snake might have evolved because avoiding snakes increased the chance of survival. Emotions like fear prompt quick response to threats which is beneficial for survival.
James-lange theory
Cannon-bard theory
Schachter’s cognitive theory of emotion
Evolutionary perspective
CHAPTER 7 PERSONALITY
* ___ These are the family, playmates, and our neighborhood friends. (School, church and other small units)
In ACQUIRED ROLES we have a choice( choice to be honest or not)
* ___ Happens when individual individual enter schools or family relocates from other place ( interaction with society, much broader, different environment)
Primary group
Secondary group
CHAPTER 7 PERSONALITY
___ characteristics which people differ, distinguish qualities or characteristics of a person
___ a temporary alterations of one’s personality
Traits
State
CHAPTER 7 PERSONALITY
___ views people to have unique personality structures; This approach emphasizes detailed, in depth analysis of a single person/small group, rather than seeking general laws that apply to everyone
— EX : Consider a psychologist working with a patient who has unique combination of symptoms and personal history. Instead of applying general theories, the psychologist uses an idiographic approach to understand the patient’s specific experiences, feelings and behaviors. This might involved detailed interviews, personal narratives and close observation to gain a comprehensive understanding of the individuals psychological state.
___ Focuses on identifying general principles and laws that apply to large groups of people. This approach seeks to find commonalities and patterns in human behavior, often using quantitative methods like survey and experiments.
— EX : Consider a researcher studying stress levels among college students. The researcher might distribute a standardized questionnaire to a large group of students to identify common stressors and coping mechanisms. The goal is to find patterns and generalize yhe the findings to understand how stress affects college students in general
Idiographic view
Nomothetic view
CHAPTER 7 PERSONALITY
” Enduring patterns of perceiving, relating to, and thinking about the environment and oneself that are exhibited in a wide range of social and personal contexts”. a) traits are relatively stable over time b) traits differ among individuals and c) traits influence behavior
Trait theories
CHAPTER 7 PERSONALITY
CHAPTER 7 PERSONALITY
This is getting away from frustrating situation such as frequent change of jobs, residence, and change in marital partners. A person who grew up to be unhappy may not be able to overcome it, thus is never satisfied
Nomadism
CHAPTER 7 PERSONALITY
Taking on the characteristics of someone else to avoid feeling incompetent.
Example: lisa who is uncertain of her own attractiveness takes on the dress and mannerisms of a popular teacher whom she idolizes
Identification
CHAPTER 7 PERSONALITY
A defense mechanisms whereby a person acquires or imitates the characteristics he fears or hates from a person
Ex: Bryan hates his father for being an alcoholic but unconsciously acquires the habit of drinking
Introjection
CHAPTER 7 PERSONALITY
This is a defense mechanisms in which repressed motives are shifted from an original object to a substitute object.
Ex :(SCAPEGOATING ) A clerk who is scolded by his supervisor may displace his anger on his children when he gets home.
Ex: A man who becomes bankrupts may blame the entire economic system for his failures.
Ex: (FREE FLOATING) A person who cannot expressed his pent up anger may manifest bad temper and may engage into fights easily (e.g.vandalism)
Ex: SUICIDE (Hostility towards oneself)
Displacement
CHAPTER 7 PERSONALITY
An individual replace an unattainable or unacceptable goal, emotion or motive with one that is more attainable or acceptable. This helps reduce feeling of frustration or anxiety.
EX : Imagine someone who dreams to become a professional musician but faces significant obstacles, such as lack of resources or opportunities. Instead giving up entirely, they redirected this goal by becoming a music teacher.
Ex: a man who watches porno films or reads pornographic materials or tells dirty jokes
Substitution
CHAPTER 7 PERSONALITY
A mechanism of adjustment wherein a person tries to disguise the presence of a weak trait by emphasizing the desirable one to cover up his inferiority.
Ex: an unreactive girl most likely compensates this trait by excelling in her academic performance or athletic activities
Ex: A girl who tries to gain recognition thus, wears dresses exaggeratedly to attract attention
EX : A person who feels inadequate in social situations might excel in academics or work to compensate
Compensation
CHAPTER 4 (SENSATION)
____ The process of becoming more sensitive to stimulation (repeated exposure to a stimulus leads to an increasingly intense response.
—EX: Someone with a phobia of spiders might become increasingly anxious with each encounter. Even seeing a picture of a spider could trigger a stronger fear response over time
—EX: When we first enter a darkened movie house, we see little but the images on the screen. As times went on, we become increasingly sensitive to the faces of those around us and the inner features of the theater.
Sensitization
CHAPTER 4 (SENSATION)
___ The process of becoming less sensitive to stimulation (NEGATIVE ADAPTATION)
— EX: A person with a fear of heights might start looking at pictures of tall buildings, then progress to standing on a low step, and eventually work up to being on a high balcony
—EX: When we live in a city we become used to traffic sounds except for the occasional backfire or accident.
Desensitization
CHAPTER 4 (SENSATION)
___ transparent protective structure of the eye
___ a round opening in which size varies with lightning conditions; the less light present, the wider the opening
___ the colored part of the eye, the circular muscle that contracts or expands to let in varying amounts of light.
___ a clear structure in which shape adjust to permits us to focus on objects at varying long distance and are projected on the ___ at the back of the eyeball (it plays a role on color vision)
Cornea
Pupil
Irirs
Lens
Retina
CHAPTER 4 (SENSATION)
___ sharpness of vision ( nearsighted or farsighted)
___ characterized by brittleness of the lens (vulnerability of the eye surface) begins at 38 to 46
___ cross eyed (both eyes cannot focus on the same point/direction)
___ visual disorder (image distorted)
___monochromats and sensitive to light (dark only)
___ sex linked traits mostly in males, dichromats, can only discriminate two colors RED and GREEN or BLUE or yellow (like sa kontrabida sa The Glory)
Visual acuity
Presbyopia
Strabismus
Astigmatism
Color blindness
Partial colorblindness
CHAPTER 4 (SENSATION)
THEORIES OF COLOR VISION
____ color vision is made possible by THREE types of CONES, some of which respond to RED light, GREEN and BLUE
____ there are three types of color receptors, they are NOT theorized by red, green and blue
Trichromatic theory
Opponent process theory
CHAPTER 4 (SENSATION)
___ shaped to FUNNEL sound waves to the eardrum, a thin membrane that vibrates in response to sound
___ function as an AMPLIFIER (increase magnitude of air pressure)
___ Known as the “COMMAND POST” contains hair cells that bend in response to vibrations (input of sounds to brain)
Outer ear
Middle ear
Organ of corti
CHAPTER 4 (SENSATION)
1. ___ deafness occurs because of the damage to the structures of the middle ear (profit from HEARING AIDS)
2. ___ deafness people that suffer from this are more SENSITIVE TO SOUNDS of some pitches
3. ____ deafness stems from exposure to very LOUD sounds (hair cells have been damaged)
Conduction
Sensory - Neural
Stimulation
CHAPTER 4 (SENSATION)
____ SMELL BLINDNESS
____ eating hot food and scrapping the tongue, TEMPORARY LOSS OF TASTE
Anosmia
Ageusia
CHAPTER 4 (SENSATION)
___ the sense that give us information about the LOCATION of our BODY PARTS from simple touching to complex movements (dancing, driving, etc.)
___ Sense, give us information about BODY POSITION, Movement and acceleration (like dizziness after rides in amusement park)
___ sensation found in STOMACH, intestines, lung, throat and HEART
Kinesthesia
Vestibular
Organic
CHAPTER 4 (SENSATION)
___Organization, the human receiver organized this as an gestalt, sensation and perception blend into one continous process
____ we GROUP nearby figures together
____ effect, tendency to perceive LIGHT as MOVING in a dark room
____ motion, makes MOTION PICTURE possible
____ phenomenon, ON -OFF process of SWITCHING the row of light
Perceptual
Proximity
Auto kinetic
Stroboscopic
Phi
CHAPTER 4 (SENSATION)
____ To see CLOSE OBJECTS, our eyes turn INWARDS the greater this movement the closer the objects appear (The larger the angle the nearer the object)
EX: When you bring your finger close to your nose, your eyes move inward to maintain focus on the finger.
____ Judge distance from afar like distance of other cars, pedestrians when you’re driving
____ illusion, botton line looks longer than top line
____ illusion, top horizontal line looks longer (railroad for trains)
____ illusion, line DISAPPEARS, reappear at the other side (door)
Convergence
Binocular parallax (retinal disparity)
Muller-lyer
Ponzo
Poggendorf
CHAPTER 4 (SENSATION) EXTRASENSORY
___ foretelling of future events (dreams, death, accidents ) (Only future)
___ stimulate sense organs (Psychic for ghost, fortune/past teller (some manghuhula) (PAST, PRESENT AND FUTURE)
___ ability to send message through mind
___ affect physical world (bending spoons, moving objects using mind)
Precognition
Clairvoyance
Telepathy
Telekinesis/psychokinesis
CHAPTER 5 ( INTELLIGENCE)
___ processing approach, Explains how people process infomation to solve problems and make decisions
Ex: planning to how study for an exam by organizing study materials and setting a schedule
Ex: Solving math problem by applying learned formulas and calculating the answer
Ex: Learning a new language by identifying patterns in a vocabulary and grammar rules
Sternberg information
CHAPTER 5 (INTELLIGENCE)
____ theory of multiple intelligence, “the capacity to solve the problmes or to fashion products that are valued in one or more cultural setting”
Ex: 1. __ intelligence, the ability to use language effectively (poet, writers, lawyers)
2.__ intelligence - involves sensitivity in analyzing problems and solve mathematical operations and investigating issues in a scientific manner. (Mathematicians and scientist)
3. __ intelligence, skills performance of patterns in music (singers, composers)
4. __ intelligence, mental abilities to coordinate bodily movements
5. __ intelligence, visualize pattern of wide space and also confined areas
6. __ “ “, the ability to understand OTHERS Motives, desires and goals.
7. __ “ “ , to understand ONESELF to appreciate one’s motives, desires, feelings and effective working model of oneself
Howard Gardner’s
Linguistics
Logical
Musical
Bodily
Spatial
Interpersonal
Intrapersonal
CHAPTER 5 (LEARNING, MEMORY AND THINKING)
___ Conditioning, A phenomenon which aids the individual to become flexible with his response to the environment.
Ex: vomiting due to eating bitter ground (ampalaya) dish can give a similar response after sometime just with the sight of this vegetable
EX : A person might develop a fear of elevator after initially developing a fear of enclosed spaces due to a traumatic event
EX : After the dog has been conditioned to salivate to the bell, a light is paired with the bell. Eventually the dog learns to salivate to the light alone, even though the light was never directly paired with the food
Higher order
CHAPTER 4 (MODELLING LEARNING)
A process where individuals learn new behaviors by OBSERVING others.
EX : A person watches a cooking show learns to prepare a dish by observing the chiefs technique
EX : An athlete improves their skills by watching and imitating a professional player
EX : A student learn social behaviors by observing their peers and teachers
Modelling learning
CHAPTER 5 (VERBAL LEARNING)
___ learning, Is a method used where participants are presented with a sequence of stimuli (like words ) one at a time. They must anticipate and recall the next time in the sequence. (Ordered information)
EX : Students might learn the order of the presidents by using each presidents name as a cue for the next one.
EX : Memorizing scientific method
This method help to reinforce the correct ORDER and improves recall
Serial anticipation
CHAPTER 5 (VERBAL LEARNING)
___ learning, involves establishing a relationship between the two elements where one element serves as stimulus to the other which is the response.
EX : Students might learn the English word “dog” paired with its Spanish equivalent “perro”
EX : you’re trying to learn a new language. You create flashcards with Pairs of words one side has the word in your native language, and the other side has the word in the new language. By repeatedly testing yourself with these pairs, you strengthen the associations and improve your vocabulary
Paired-associate
CHAPTER 5 ( KINDS OF THINKING)
____ is one where you direct your thinking towards problem solving and decision making. It is primarily determined by the needs of the external situation
EX : when choosing a new job, you consider factors like salary, job satisfaction, career growth and work life balance rather than just the excitement of a new opportunity
EX : setting a goal to lose weight by creating a balanced diet and exercise plan that fits your lifestyle, rather than aiming for an unrealistic weight loss in a short period
Realistic thinking
CHAPTER 5 (KINDS OF THINKING)— REALISTIC THINKING TYPES
1. ____ thinking, Guided by the rules and conventions toward the solution of the problem like solving algebra.
EX : An economic model that assumed no trade with other countries. The modem focuses solely on the internal economy, ignoring external economic influences
2.____ thinking, here you can device your own tools toward the solution of the problem like in creative thinking.
EX : A team designing a new product might brainstorm wild and unconventional ideas before refining them into practical solutions
EX : Teachers might create engaging and interactive lessons that encourage students to think creatively and critically
Close system
Adventurous
CHAPTER 5 (PROCESS INVOLVES IN REALISTIC THINKING)
1. ___ Thinking, drawing out conclusion from all available facts
EX : All humans are mortals, socrates is a human. Therefore, Socrates is mortal
EX : If it rains, the ground gets wet. It is raining. Therefore the ground is wet.
2. ____ when you try to formulate and test some hypothesis as well as go beyond the available facts to solve certain problems (SPECIFIC OBSERVATION/EXPERIENCE)
EX : Observing that a specific plant grows faster in sunlight. After observing this pattern in multiple plants, you conclude that sunlight promotes plant growth)
EX : noticing that everytime you eat a certain food, you feel sick. You concluded that you are allergic to the food.
- ___ thinking, when you judge the sustainability and soundness or appropriateness of an idea or a product based on certain norms or set of standard
EX : in a debate you listen to your opponents arguments, identify logical fallacies and construct counterarguments based on evidence and sound reasoning
Deductive
Inductive
Evaluative/critical
CHAPTER 5 (KINDS OF THINKING)
___ One where you engage in thinking just for pleasure of it like in the case of daydreaming and wishful thinking
EX : daydreaming
Autistic thinking
CHAPTER 5 (EMOTION AND MOTIVATION)
___ drives, One resulting from biological needs, known as the innate drive
EX : The need for food, when you feel hungry your body is signaling that it needs nutrients, promoting you to eat.
EX : The need for water, feeling thirsty drives you to drink fluids to maintain hydration
___ drives, result from operant conditioning and the association with primarily reinforcements
EX : The desire for acceptance and approval from others can drive behaviors aimed at gaining social status or recognitionm
EX : The drive to influence or control others, which can be associated with social status and security
Primary
Secondary
CHAPTER 6 THEORIES OF MOTIVATION
—- SIGMUND FREUD —-
___ the primal part of our psyche that seeks immediate gratification of basic urges and desires
___ The rational part that mediates between the id and reality, trying to satisfy the id’s desires in socially acceptable ways
___ the moral compass that incorporates societal norms and values, often in conflict with the id
___ (Life instinct) Drives behavior that promote survival, such as eating, drinking, and reproduction
___ (death instinct) Drives destructive behaviors, including aggression and self-harm
Id
Ego
Superego
Eros
Thanatos
CHAPTER 7 PERSONALITY
___ categorizes people into distinct personality types based on certain traits and characteristics. Unlike trait theories, which see personality as spectrum, this theory classify individuals into specific groups –MYERS-BRIGGS TYPE INDICATOR (MBTI) —-
1. Extraversion (E) vs Introversion (I)
2. Sensing (S) vs intuition (N)
3. Thinking (T) vs Feeling (F)
4. Judging (J) vs Perceiving (P)
— EX : someone with personality type INTJ is introverted, intuitive, thinking and judging. This type is often described as strategic, logical and independent
Type theory
CHAPTER 5 PERSONALITY
—— NEO-FREUDIAN CONCEPTS —-
___ One Sigmund Freud’s earlier associates did agree with freud that early childhood experiences are important to development. He believed that the BIRTH ORDER may influence personality development. He believed that the OLDEST was the one that set high goals to achieve to get attention back. He believed that the MIDDLE children were competitive and ambitious possibly so they are able yo surpass the first born’s achievement. The LAST born would be more dependent and sociable but be the baby. He also believe that ONLY CHILD love being the center of attention and mature quickly but in the end fail to become independent.
(PERSON)
Alfred Adler
CHAPTER 5 PERSONALITY
—— NEO-FREUDIAN CONCEPTS —-
(Person) ____ Thought similarly to freuds idea of transference. He used NARCISSISM as a model of how we develop our sense of self. Narcissism is the exaggerated sense of oneself in which is believe to exist in order to protect one’s LOW SELF ESTEEM and SENSE OF WORTHLESSNESS.He introduced “ SELF- OBJECT TRANSFERENCES “ (2 TYPES)
EX : A patient constantly seeks praises and validation from their therapist, the patient is experiencing MIRRORING TRANSFERENCE where they need the therapist to affirm their worth and achievements, similar to how a child seeks validation from a parent.
EX : An employee looks up to their boss as a perfect model, the employee is experiencing IDEALIZING TRANSFERENCE, where they derive strength and confidence by identifying with their boss’s perceived perfection and competence
Heinz kohut theory
CHAPTER 7 PERSONALITY
—— NEO-FREUDIAN CONCEPTS —-
(Person) ____ She believes that all people have these two views of their own self.
1. ___ this who you actually are, including true feelings, thoughts and potential. It represents genuine self, which can grow and develop into a nurturing environment.
– EX : A person enjoys painting and feels happiest when creating art. This enjoyment and sense of fulfillment reflect their real self, which thrives on creativity and self expression.
2. ___ This is the person you think you should be, often shaped by societal expectations and personla aspirations. It represents an idealized version of yourself that you strive to become
— EX : The same person believes they should become a successful lawyer because their family values this profession highly, this is shaped by EXTERNAL EXPECTATIONS rather than their true interest and passion
Karen horney
Real self
Ideal self
CHAPTER 7 PERSONALITY
—— NEO-FREUDIAN CONCEPTS —-
(Theory) ____ The object is the aim of “relational needs”. It was coined by Freud (object) to refer to the target that an infant uses to satisfy their own needs. These objects are most often people (caregiver/mothers). In young children this may be blanket, toy, pacifier, etc. This child become FIXATED to the object because it provides pleasure for the child.
Object relation theory
CHAPTER 7 PERSONALITY
—— RADICAL BEHAVIORISM —-
____ The laws of Behavior are applied equally to all living organisms so we can study animals as simple as models of complex human responses . (Both are governed by the same principles of learning and adaptation)
— EX : Training a dog to sit using treats, the same principles of reinforcement (treat as rewards) that apply to training a dog also apply to human behavior, such as using praise to encourage a child to complete their homework
Evolutionary continuity
CHAPTER 7 PERSONALITY
—— RADICAL BEHAVIORISM —-
___ all behaviors are linked to physiology
EX : Teaching a child to clean their room. The behavior (cleaning the room) is broken down into smaller tasks (picking up toys, making the bed) each task is reinforced with a praise or a reward, creating a series of S-R chains that lead to the desired behavior
Reductionism
CHAPTER 7 PERSONALITY
—— RADICAL BEHAVIORISM —-
___ All behavior is determined by ENVIRONMENTAL FACTORS and past experiences, rather than free will. Behavior is a result of interactions with environment.
EX : a student studies hard to get good grades, The students behavior (studying) is determined by the environmental consequences (good grades and praises) the environment reinforces the behavior, making it more likely to occur in the future.
EX: A company wantd to reduce employee absenteeism, the company analyzes the factors that contribute to absenteeism (lack of incentives, poor work environment) and modifies these factors to reduce the behavior. For instance they might introduced attendance rewards to reinforce regular attendance
Determinism
CHAPTER 7 PERSONALITY
—— RADICAL BEHAVIORISM —-
____ refers to the reliance OBSERVABLE and measurable evidence to understand and explain behavior. (ONLY OUR ACTIONS ARE OBSERVABLE EVIDENCE OF OUR PERSONALITY)
EX : A researcher studies how different types of rewards affect student performance. The researcher observes and measures student behavior (test scores, homework, completion) in response to different rewards (praise, extra recess time) the empirical approach ensures that conclusions are based on observable data
Empiricism
CHAPTER 7 PERSONALITY
—— COGNITIVE THEORIE—-
(Person) ___ forces of memory and emotions worked in conjunction with environmental influences. He used “BOBO DOLLS” in his studies, wherein he video taped a college student kicking and verbally abusing a bobo doll. He then showed this video to a class of kindergarten who where getting ready to go out and play. When they entered the room, they saw bobo dolls and some hammers. Some children beat the dolls. (He called this MODELLING/OBSERVATIONAL LEARNING)
Albert bandura
CHAPTER 7 PERSONALITY
—— COGNITIVE THEORIE——–
(Person) ___ defended cognitive approach to personality. “COGNITIVE AFFECTIVE UNITS “. How personality and behavior are influenced by the interaction of cognitive and emotional process
EX : Two student receive the same grade on a test . One student perceives the grade as a failure and feels discouraged, While the other sees it as a Learning opportunity and feels motivated to improve. Their different encoding strategies influence their emotional responses and subsequent behaviors.
Walter mischel
CHAPTER 7 PERSONALITY
—— PSYCHOSOCIAL THEORY—-
___ The conscious sense of self that we develop through social interaction. It constantly changes due to new experience and infomation that we acquire in our daily interactions with other individuals in our environment.
— EX : A teenager explores different hobbies and social groups to figure out what they enjoy and where they belong. Through these experiences the teenager develops a clear sense of their interest, values and identity. Forming a stable ego
Ego identity
CHAPTER 5 PERSONALITY
—— PSYCHOSOCIAL THEORY—-
___ vs ___ (Birth to 18 months old)
IMPORTANT EVENT: Feeding
PROBLEM : if an infant develops ___ due to inconsistent care, they may struggle with forming with SECURE ATTACHMENTS and trusting others as they grow older. This can lead to issues such as ANXIETY, FEAR OF ABANDONMENT and DIFFICULTY in relationships
Trust vs mistrust
CHAPTER 5 PERSONALITY
—— PSYCHOSOCIAL THEORY—-
___ vs ___( Early childhood, 2-3 years)
IMPORTANT EVENT : TOILET TRAINING
EX :
____ A toddler is learning to dress themselves. The child is allowed to choose their clothes and dress themselves, even if they make mistakes. This support helps them develop confidence.
___ A toddler is scolded for making a mess while trying to feed themselves. The child is critized and not allowed to try again, leading to a feelings of shame and doubt about their abilities to perform task independently.
POTENTIAL PROBLEM: If child is consistently experiences criticism and lack of support, they may develop a persistent sense of ___ leading to LOW SELF ESTEEM and RELUCTANCE TO TAKE ON A NEW CHALLENGES, affecting their overall development and CONFIDENCE
Autonomy vs shame and doubt
CHAPTER 5 PERSONALITY
—— PSYCHOSOCIAL THEORY—-
___ vs ___ ( Preschool, 3-5 years)
IMPORTANT EVENT; Exploration
EX : ___ a child decides to organize a game with their friends. The child takes the lead in planning and directing the game. If the child is supported and encouraged, they feel confident and capable, reinforcing their sense of initiative.
___ A child tries to help with cooking but it scolded for making a mess. The child feels guilty for trying to take initiative and may become hesitant to tey try new things in the future, fearing criticism or failure.
POTENTIAL PROBLEM : If a child consistently experiences criticism and lack of support, they may develop a persistent sense of guilt. This can lead to low self-esteem and reluctance to take on new challenges, affecting their overall development and confidence
Initiative vs guilt
CHAPTER 5 PERSONALITY
—— PSYCHOSOCIAL THEORY—-
___ vs ___ ( school age, 6-11 years)
IMPORTANT EVENT: School
___ a child works hard on a school project and receives praise from their teacher and parents. The positive feedback and recognition help the child feel competent and industrious, reinforcing their motivation to take on new challenges.
___ a child struggles with math and receives little support or encouragement from their teacher and parents. The lack of support and negative feedback lead to feel of inferior and doubt their abilities, which can decrease their MOTIVATION to try in the future.
POTENTIAL PROBLEM : If a child consistently experiences criticism and lack support. This can lead to low self-esteem, reluctant to participate in activities, and lack of motivation to learn and grow
Industry vs inferiority
CHAPTER 5 PERSONALITY
—— PSYCHOSOCIAL THEORY—-
___ vs ___ (Adolescence 12-18 years)
IMPORTANT EVENT: Socialization/Social relationship
___ A teenager joins various clubs and activities at school to explore different interest. Through these experiences the teenager discover their passion for art and decides to pursue it further.
___ a teenager feels pressured by parents to pursue a career in medicine but is unsure about their own interests. The conflicting expectations and lack of personal exploration lead to confusion and anxiety about their future.
POTENTIAL PROBLEM : If teeanger does not successfully navigate this stage, they may struggle with identity confusion leading to issues such as low self esteem, lack of direction and difficulty MAKING DECISIONS. Impacting overall well being and FUTURE DEVELOPMENT
Identity vs role confusion
CHAPTER 5 PERSONALITY
—— PSYCHOSOCIAL THEORY—-
___ vs ___ ( Young adulthood, 19-40)
IMPORTANT EVENT: RELATIONSHIPS
POTENTIAL PROBLEM : If individual consistently avoid intimacy and fails to form close relationship, they may experience chronic illness and isolation. This can lead to mental health issues such as DEPRESSION and ANXIETY, impacting their overall well being and quality of life.
Intimacy vs isolation
CHAPTER 5 PERSONALITY
—— PSYCHOSOCIAL THEORY—-
___ vs ___(middle adulthood, 40-65 years)
IMPORTANT EVENT: Work and parenthood
___ a middle aged adult volunteers as a mentor for young professionals in their field. By sharing knowledge and experience, they help guide the next generation.
___ a middle age adult feels stuck in a monotonous job with no opportunities for growth or contribution. This lack of progress and meaningful engagement leads to a feeling of DISSATISFACTION with life
POTENTIAL PROBLEM: if an individual consistently experiences stagnation, they may develop feelings of unfulfillment and purposelessness. This can lead to disengagement from social and professional activities, impacting well being and mental health
Generativity vs stagnation
CHAPTER 5 PERSONALITY
—— PSYCHOSOCIAL THEORY—-
___ vs ___ (Maturity, 65-death)
IMPORTANT EVENT: Reflection of life.
___ a retired individual looks back on their career and family life with pride and contentment
___ An elderly person regrets not pursuing their dreams and feels they have wasted their life.
POTENTIAL PROBLEM; If an individual consistently experiences feelings of despair, they may struggle with depression and SENSE OF HOPELESSNESS. making it difficult to FIND PEACE and RATIFICATION in their later years
Ego integrity vs despair
CHAPTER 7 PERSONALITY
—— PERSONALITY DISORDER—-
____ Characterized as lack of regard for the moral or legal standards in the local culture, maked by inability to get along with others or abide by societal rules. Sometimes they are called psychopaths or sociopaths
EX : A person repeatedly lies to their friends and family to borrow money, knowing they won’t repay it. This behavior shows deceitfulness and a lack of remorse, as the person does not care about the financial harm they cause to others.
Antisocial personality disorder
CHAPTER 7 PERSONALITY
—— PERSONALITY DISORDER—-
___ There are marked manifestationd of social inhibition, feelings of inadequacy, and extremely sensitive to criticism.
EX : a person avoids attending in social gatherings because they fear being judged or rejected by others.
– POTENTIAL PROBLEM –
Can result in depression and anxiety. They may struggle with maintaining employment and forming meaningful relationships due to their avoidance behaviors
Avoidant personality disorder
CHAPTER 7 PERSONALITY
—— PERSONALITY DISORDER—-
____ lack of one’s own identity, with rapid changes in mood, intense unstable interpersonal relationships, marked impulsively, instability in affect and in self image
.
EX : A person with this might have a close friend whom they admire greatly one day but suddenly feel betrayed by and push away the next day over a minor disagreement
POTENTIAL PROBLEM: Can lead to severe issues such as self-harm, suicidal tendencies and difficulties in maintaining employment and relationships.
Borderline personality disorder
CHAPTER 7 PERSONALITY
—— PERSONALITY DISORDER—-
___ extreme need for other people, to the point a person is unable to make any decisions or take an independent stand on his or her own.
EX : A person constantly seeks advice from their partner on what to wear, what to eat, and how to handle daily task.
POTENTIAL PROBLEM: D
Difficulty maintaining employment, strained relationship and increased vulnerability to abuse.
Dependent personality disorder
CHAPTER 7 PERSONALITY
—— PERSONALITY DISORDER—-
____ There is an exaggerated and often inappropriate display of emotional reactions, approaching theatricality in everyday behavior. Also observable is the sudden and rapidly shifting emotion expressions.
EX : A person frequently interrupts conversation to share dramatic stories about their life, often exaggerating details to capture everyone’s attention.
EX : They may dress provocatively or act dramatically to be the center of attention
POTENTIAL PROBLEM:
The constant need for attention and dramatic behavior can make it difficult for individuals to maintain stable and healthy relationship
Histrionic personality disorder
CHAPTER 7 PERSONALITY
—— PERSONALITY DISORDER—-
____ The behavior or a fantasy of grandiosity is present, a lack of empathy, a need to be admired by others, an inability to see the viewpoints of others and hypersensitive to the opinions of others
EX : Imagine a manager at work who constantly talks about their own achievements, dismisses the contributions of their team, and expects special treatment. They might take credits for others works and become angry or dismissive when they don’t receive the praise they believe they deserve
Narcissistic personality disorder
CHAPTER 7 PERSONALITY
—— PERSONALITY DISORDER—-
___ characterized by perfectionism and inflexibility; preoccupation with uncontrollable patterns of thought and action
EX : Imagine a project manager who insist on reviewing every detail of a project multiple times, causing delays. They might refuse to delegate task because they believe no one else can do them correctly. This behavior can lead to frustration among team members and missed deadlines
Obsessive-compulsive personality disorder
CHAPTER 7 PERSONALITY
—— PERSONALITY DISORDER—-
___ marked distrust of others including the beliefs, without a reaosn, that others are exploiting, harming or trying to deceive him/her ; LACK OF TRUST; belief of others betrayal; beliefs in hidden meaning; unforgiving and grudge holding
EX : Imagine a coworker who constantly suspects that their colleagues are plotting against them. They might believe that every casual conversation or innocent jokes is a deliberate attempt to undermine them. This coworker might avoid team meatings, refuse to share information and frequently accuse others of betrayal without any concrete evidence
Paranoid personality disorder
CHAPTER 7 PERSONALITY
—— PERSONALITY DISORDER—-
___ primarily characterized by a very LIMITED RANGE OF EMOTION, both in expression of and experiencing indifferent to social relationships.
EX : Imagine an employee who works in a cubicle and rarely interacts with colleagues. They prefer to eat lunch alone, avoid office social events, and show little reaction to both praise and criticism from their boss. This employee might be seen as a “loner” and is content with minimal social interaction
Schizoid personality disorder
CHAPTER 7 PERSONALITY
—— PERSONALITY DISORDER—-
___ the person shows peculiarities of thinking, odd beliefs and eccentricities of appearance, behavior, interpersonal style and thought like believing in psychic phenomena and having magical powers.
EX : Imagine a coworker who dresses in an unconventional manner and believes they can predict the future through dreams. They might avoid social gatherings because they feel uncomfortable around others and often misinterpret friendly gestures as hidden threats
Schizotypal personality disorder
CHAPTER 7 (SCIENTIFIC METHOD OF ASSESSING PERSONALITY)
___ techniques used to assess personality by presenting individuals with ambiguous stimuli and interpreting their responses . The idea is that people will project their unconscious thoughts, feelings, and desires onto these ambiguous stimuli, revealing hidden aspects of their personality.
EX : A psychologist uses the Rorschach inkblot test to assess a clients personality. The person might see a butterfly in one inkblot, while another person might see a bat.
Projective test
CHAPTER 4 SENSATION AND PERCEPTION
Psychologist have conducted studies to determine the level of sensitivity in each sensory system. ___ divides the line between what energy can be detected or not. 1. ___ threshold is the MINIMAL amount of ENERGY
that can produce a sensation.
EX : Imagine you’re in a complete dark room, this threshold for vision would be the smallest amount of light that you can detect. For instance, if someone lights a candle and you can just barely see it from 30 miles awat on a clear, dark night.
- ____ threshold tells about the minimum difference in the magnitude of TWO STIMULI present.
EX : consider you’re holding two weights, one in each hand. If one weights is 100 grams and the other is 105 grams this different threshold would be the SMALLEST weight difference you can perceive. If you can just barely notice the difference between the 100 gram weight and 105 gram weight then 5 grams is your threshold for this particular situation.
Absolute threshold
Difference threshold
CHAPTER 4 SENSATION AND PERCEPTION
One theory known as ____ theory prevents to transmit signals to the brain due to the limited amount of stimulation that can be processed by the nervous system. ( It controls wether pain signals from your body reach your brain)
EX : If you stub your toe, you might instinctively rub it. The rubbing activates large nerve fiber that help close the gate reducing the pain signal from toe to the brain.
This theory explain why certain pain relief techniques, like massage of applying heat can be effective.
Gate theory
CHAPTER 4 SENSATION AND PERCEPTION
- ___ The father away objects are, the less distinctly they are seen Ex : smog, dust, haze, get in the way
EX : Imagine you’re looking at a mountain range. The mountain closest to you appear sharp, detailed and rich in color. As you look further into the distance, the mountains appear lighter, less detailed. This is because the particles scatter light making distant objects appear hazier and bluer
Atmospheric perspective
CHAPTER 4 SENSATION AND PERCEPTION
- _____ Below the horizon objects lower down in our field of vision are perceived as closer above the horizon objects higher up are seen as closer
EX : inside a room objects placed higher on the walls, like clock or painting will appear father away than objects placed lower like a chair or a table
EX : In a cityscape, buildings that are higher up in your view will appear farther away compared to those lower down. For example a skyscraper seen at the top of your view will seen more distant than a car parked at the bottom
Height cues
CHAPTER 4 SENSATION AND PERCEPTION
- ____ Parallel lines appear to converge distance the greater this effect the farther away an object appears to be
EX: Imagine you’re standing on a straight road that stretches into the distance. The sides of the road appear to converge at a point on the horizon. This point is VANISHING POINT. The road itself and any lines on it like markings are orthogonals that guide your eye towards the vanishing point.
Linear perspective
CHAPTER 4 SENSATION AND PERCEPTION
- ____ when you move objects that are closer to you appear to move faster than objects that are farther away. This difference in speed helps your brain determine how far away objects are.
EX : As you drive, nearby objects like road signings and trees seem to zip by quickly while distant objects like mountains or buildings move much slowly. This difference in motion helps you gauge the distance of various objects.
Motion parallax
CHAPTER 4 SENSATION AND PERCEPTION
1.____ a person knows his position in space. (He knows the increasing loudness means Decreasing distance)
1.1. ___ Difference, in which the sound waves are detected by one ear earlier than the other, thus, it tells on which direction it comes from either in the left or right
2. ___ Difference, in which the sound stimulates the ear closer to tye sound more strongly, the sound coming from the right direction will be perceived by the right ear strongly
3. ___ this tells the pressure of a sound wave at any part, place or movement. Sound waves reach two ears at different points
Binaural cues
Time
Intensity
Phase
CHAPTER 4 SENSATION AND PERCEPTION
1. ___ Difference, in which the sound waves are detected by one ear earlier than the other, thus, it tells on which direction it comes from either in the left or right
2. ___ Difference, in which the sound stimulates the ear closer to tye sound more strongly, the sound coming from the right direction will be perceived by the right ear strongly
3. ___ this tells the pressure of a sound wave at any part, place or movement. Sound waves reach two ears at different points
Time
Intensity
Phase
CHAPTER 4 SENSATION AND PERCEPTION
- ___ theory, suggest that our Perception of sounds depends on where each frequency produces vibrations along the basilar membrane. The HIGHER THE PITCH of the sound the closer the responsive neurons
— EX : Imagin a keyboard. Each key corresponds to a specific frequency. When you press a key it produces a sound wave that travels through the air and into your ear. - ____ theory, proposes that pitch perception depends on the stimulation of neural impulses that match the frequency of the sound waves
EX : if you hear a sound with frequency of 100Hz, the auditory nerve will fire 100 times per second. This theory works well for LOW FREQUENCY sound but has limitations for higher frequencies because neurons cannot fire fast enough to match very high frequencies
Place theory
Frequency theory
CHAPTER 4 SENSATION AND PERCEPTION
___ perception, One theory holds that local signs (SIGNS OF LOCATION) allow us to make appropriate responses to corresponding stimuli. We would be able to identify with precision wether we touched a pin, a feather or a flat surface. However perceiving pain, sometimes may not be accurate
EX : We feel in a certain point in our body once we have a check up. The result is normal. This explains that the Experienced pain in our body can be a result factors such as stress and emotional pain.
Tactual perception
CHAPTER 5 INTELLIGENCE
____ primary mental abilities, Identified seven relatively distinct factors.
A. ___ - the ability of an individual to think of words rapidly
B. ____ - Which is the ability to understand and define words
C. ____ - the ability to find rules and conventions to justify and solve issues
D. ____ - The ability to recall and associate previous learned items
E. ____ SPEED - The ability to detect similarities and differences between designs and objects
F. ____ - The ability to draw a design from memory to recognize a figure whose position in the space had been distorted
G. ____ - The ability to deal with numbers speedily and accurately either theoretically or practically
Thurstone’s
Word fluency
Verbal comprehension
Reasoning
Associative memory
Perceptual speed
Space
Numerical ability
CHAPTER 5 INTELLIGENCE
(STEPS IN STERNBERG INFORMATION PROCESSING APPROACH)
- ___ Trying to identify some important facts and to retrieve from one long term memory wether available information are important
EX : Remembering the layout of your favorite restaurant. You can picture where the tables, chairs and decorations are located - ____ drawing relationship between pieces of facts and information
EX : Imagine you see a colleague frowning, you might infer that they are upset about something. - ____ finding relationship between past situation and a present one.
EX : An engineer uses principles learned from previous projects to design a new bridge. - ____ applies the relationship between one situation with the others
- ____ justify or providing some supporting evidences to your answer
- ____ identifying the best solution or answer which depends on accurate thinking at each stage
Encoding
Inferring
Mapping
Application
Justification
Response
CHAPTER 5 INTELLIGENCE
(CHARACTERISTICS OF MENTALLY RETARDED )
1.(Morons) ____ mentally retarder, They are educable and they can be trained to do some simple routine work. Mental capacity is compared to children between 8-12 years old, have POOR ABILITY TO CONTROL EMOTIONS. NORMAL PHYSICAL development
2. (Imbecile) ____ mentally retarded, they are trainable and have mental capacity of children between 3-8 years old. They are not capable to learn to value of money. They have RETARDED PHYSICAL DEVELOPMENT.
Mild
Moderate
CHAPTER 5 INTELLIGENCE
(CHARACTERISTICS OF MENTALLY RETARDED )
3. (Idiots) ____ Mentally retarded, they have mental capacity of children between 0-3 years old. They do not know the DANGERS OF LIFE, thus most of them often die early if not in total custody of adults. They are LIFE TIME DEPENDENTS and are also physically retarded
5. ____ have child like mental capacity and thinking. They need close supervision and guidance, attention, love and care because of their condition. The extremes of intelligence or exceptional children are usually given special education and training
Severe/ profound
Mentally
CHAPTER 5 (MEMORY)
- ____ The process of reproducing past/ learning experience WITHOUT any clue
- ____ involves the recollection of past learning experiences WITH the presence of CUES
- ____ Simply refers to reviewing previous learning, the EASIEST METHOD
Recall
Redintegration
Relearning
CHAPTER 6 (EMOTIONS)
1. ____ emotions - Emotions generally consist of fear, anger, sadness , joy, surprise, disgust, contempt.
2. ____ these are DEVELOPED with cognitive maturity and vary across individuals and cultures
3. ____ theory of emotion states that emotions are brought by physiological arousal (sweaty palms, increased heart rate, rapid breathing) and cognitive labeling (attribute source of arousal to cause)
EX : Imagine you’re walking alone in the dark parking lot and suddenly hear footsteps behind you. Your heart starts racing, and you begin to sweat. You interpret these physical reactions as fear because of the context (being alone in a dark parking lot with someone approaching)
Primary
Secondary
Two factor
CHAPTER 6 (EMOTIONS ) –CHARACTERISTICS—
1. ____ Help us deal with changing environment or stress, through repression of emotion like overreacting such as working faster and harder, seeing STRESS as challenge
2. ____ changes within the BODY are major element of fear, anger, joy and other emotions. Include changes in heart rate, blood pressure, perspiration, and other bodily reactions
Adaptive
Physiological changes
CHAPTER 6 (EMOTIONS ) –CHARACTERISTICS—
3.EMOTIONAL ____ these are MANIFESTATIONS of what the person FEELS such as trembling of hands, tensed posture and when the intensity of fear becomes high, the person may manifest defensiveness. The ability of an individual to express emotions is important because it is a means to send their feelings to others.
4.EMOTIONAL ____ the experience that a person may gather will reflect on his responses when he or she is placed on different situations
Emotional expressions
Emotional feelings
CHAPTER 4 (SENSATION)
She has a COMPLETE SENSATION but INCOMPLETE PERCEPTION. She can sense visula information, may accurately report the features of a face-yet be unable to recognize it. Shown an unfamiliar face, she is unreactive. Shown a familiar face, her autonomic nervous system regards with measurable perspiration. Still she hasn’t clue who the person is. Shown her own face in a mirror, because of her brain damage she is unable to process from the top fown, cannot relate her stored knowledge to the sensory input.
What condition is this?
Prosopagnosia
CHAPTER 7 ( TEST)
____ test (Buck) Can be used to identify abused children
____ Used to gather information about the family system of the individual
____ Analyzes characteristics through time taken, placement of drawing, size, symmetry, facial expressions.
House-tree-person
Kinetic family drawing
Draw a person test
CHAPTER 4 SENSATION
___ is a measure of how sensitive your skin is to touch. It determines the smallest distance at which you can feel two separate points touching your skin at the same time.
(Our FINGERTIPS, NOSE, CHEEKS are more sensitive than our shoulders, thighs and calves )
EX : Your fingertips have a very small two-point threshold, meaning they can distinguish two points that a very close together.
Two-point threshold
CHAPTER 7 PERSONALITY
considered as the GRANDFATHER of cognitive behavioral therapy developed the rational emotive behavior therapy (REBT). He believes that the thoughts we have become our emotions and the emotions we have become our thoughts. He introduced A-B-C theory of personality.
A- activating event which is followed by
B- The belief system that the person holds
C- emotional consequence.
EX : (A) - not getting the job
(B) - “I’m a failure and I’ll never succeed” (irrational belief), “this job wasn’t the right fit for me, but there are other opportunities” (rational belief)
(C) - feelings of depression, low self-esteem, and giving up job searching (irrational), feeling disappointed but motivated to continue applying for other jobs (rational)
Albert ellis
CHAPTER 7 PERSONALITY
Delineated different kinds of traits whichi he also called DISPOSITIONS. He categorized CENTRAL TRAITS as the basis to an individual’s personality, while SECONDARY TRAITS are more peripheral. COMMON TRAITS are those recognized within culture, CARDINAL TRAITS are those which an individual may be strongly recognized.
CENTRAL EX : Honesty, kindness, sociability, diligence
SECONDARY EX : preference for food, nervousness in public speaking, love for classical music.
COMMON EX : Patriotism, religionisty, work ethic (valuing hard work and dedication)
CARDINAL EX : Mother theresa (charity), Sigmund Freud (psychoanalytic thinking), albert Einstein (intellectual brilliance)
Gordon Allport
CHAPTER 7 PERSONALITY
In ____ we have a choice, we have a choice as to be honest or not, to steal or not. A child is not born honest but he can be taught to be honest
Acquired roles
CHAPTER 5 (PROBLEM SOLVING)
A. ____ this strategy exhausts all possible solutions until it comes up with the correct answer. Non-existent in many problems and when they do exist, they can be very time consuming
EX : Mathematical formula for calculating the area of circle
B. ____ Where you try to analyze if there exist any difference between the present condition and the desired goal.
EX : Planning a trip by first deciding on the destination, then booking a flights, and finally arranging accomodation.
C. ____ where one starts to look for the solution from the start towards the goal and then working towards the middle or given situation
EX : Solving a maze by starting at the end and working back to the beginning
D. ____ “aha solution” or flashes of insight involves the sudden realization of certain solution to a problem.
EX : realizing that you can use a paperclip to reset a small electronic device when you don’t have a proper tool
Algorithm
Means -end-analysis
Working backward
Insight
CHAPTER 7 PERSONALITY
Davidson research focused on the role of the PREFRONTAL CORTEX and AMYGDALA in manifesting human personality. This research Has looked at hemispheric asymmetry of activity in these regions. HEMISPHERIC ASYMMETRY can affect an individual’s personality, particularly in social settings. Difficulties will arise in the aread of gross motor skills, inability to organize visual spatial relations or adapt to novel social situations
Biopsychosocial theories
CHAPTER 4 SENSATION AND PERCEPTION
• It is the combination of pleasant tones ___
• An instrument like the violin produces a number of tones that are greater in frequency. These more highly pitched sounds are called ____ which contribute to the quality or richness of a sound or the ___
Consonant
Overtones
Timbre
CHAPTER 4 SENSATION AND PERCEPTION
• When skin temperature increases, receptors for warmth ___
• Decreases in temperature cause cold receptors to be ___
Fire
Ignited
CHAPTER 4 SENSATION AND PERCEPTION
___ facilitate transmission of the pain message to the brain but also heighten circulation to the injured area, causing redness and swelling called inflammation
Prostaglandins
CHAPTER 6 MOTIVATION
HERZ BERG TWO-FACTOR MODEL
1. ____ are the factors that really motivate people
EX : John sets clear, achievable goals for his team and celebrates when they meet these goals.
- ____ factors are dissatisfiers; with their absence people would not be motivated but still with their presence, it is not guaranteed that there will be an improved motivation. Essentially it describes the environment to motivate the individual.
EX : John foster a positive team environment by organizing team-building activities and encouraging collaboration. He address any conflicts promptly to maintain Harmon
Motivators
Hygiene
