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PSYC 305 > L7/CH12/CH14 > Flashcards

L7/CH12/CH14 Flashcards

1
Q

Cognition

A

awareness, thinking, and specific mental acts (e.g. perceiving, interpreting, remembering, judging)

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2
Q

Cognitive style

A

individual differences in cognition

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3
Q

Cognition in personality research

A

focus is on perception, interpretation, conscious goals

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4
Q

Schemas

A

cognitive knowledge structures or mental concepts

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5
Q

3 main purposes of schemas

A

provide a framework for encoding and integrating new and ambiguous information; informs us of what to expect; affects how we select, interpret, organize, and evaluate experiences

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6
Q

How do schemas affect our experiences?

A

guides our attention, fills in missing details (reconstructive memory), interpret information that verifies our pre-existing beliefs

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7
Q

Examples of things we have schemas for

A

ourselves, gender, social groups, parental figures, relationship partners, events, places, objects, nature, behaviors

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8
Q

Purpose of schemas for ourselves

A

help us organize our personal experiences and beliefs, and information relevant to the self

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9
Q

Personal constructs

A

key cognitive schemas that people habitually apply in interpreting their world, particularly social world (e.g. binaries like tall-short)

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10
Q

Confirmation bias

A

people are more likely to actively seek out and agree with ideas similar to their own, ignore and have negative feelings about others; usually unconscious

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11
Q

What does confirmation bias lead to?

A

belief perseverance

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12
Q

Echo chambers

A

social media users only see posts from like-minded friends; further exacerbated by Facebook algorithms tailoring content to users

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13
Q

Locus of control

A

a person’s perception of responsibility for life events

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14
Q

Generalized expectancies

A

our expectations for reinforcement hold across a variety of situations

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15
Q

2 types of LoC

A

internal and external

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16
Q

Internal LoC

A

generalized expectancy that events are under one’s control and that one is responsible for outcomes in life; conducive to well-being

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17
Q

External LoC

A

generalized expectancy that events are outside one’s control; blaming luck, chance, or others for outcomes

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18
Q

Attribution theory

A

there are 3 factors involved in explaining the causes of events: internal vs external; unstable vs stable; global vs specific

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19
Q

Internal vs external

A

blaming oneself vs the world

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20
Q

Unstable vs stable

A

temporary vs consistent over time

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21
Q

Global vs specific

A

pervasive vs applies to this event only

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22
Q

Pessimistic explanatory style

A

emphasizes internal, stable, global causes for bad events; puts people at risk for feelings of helplessness and poor adjustment

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23
Q

Optimistic explanatory style

A

emphasizes external, temporary, specific causes for bad events

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24
Q

2 types of goal orientation

A

mastery/learning and performance/ego

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25
Q

Mastery goal orientation

A

individuals seek to develop their competence, improve abilities

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26
Q

Performance goal orientation

A

individuals seek to demonstrate their competence and/or avoid revealing their incompetence

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27
Q

2 dimensions to describe goals (aspiration index)

A

intrinsic (driven by needs; inherently satisfying) vs extrinsic (driven by reward; means to ends); physical self (self-enhancement) vs self-transcendence (enhancement of others)

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28
Q

Self-efficacy

A

belief that one can execute a course of action to achieve a goal

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29
Q

The self according to Oxford dictionary

A

a person’s essential being that distinguishes them from others, especially considered as the object of introspection or reflexive action

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30
Q

The self according to Kohut

A

unlike its manifestations, constituents, and functions, not knowable in its essence

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31
Q

Duality of the self

A

the “I” or the self as the agent observing (self-awareness); the “me” or the self as the object being observed (self-concept)

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32
Q

Mirror test

A

behavioral method to assess visual self-recognition (needed for pretend play and use of personal pronouns); assumed to indicate self-awareness

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33
Q

Does the mirror test have cross-culture validity?

A

inconsistent in Kenya, Peru, and some island nations

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34
Q

Which animals pass the mirror test?

A

humans, chimps, bonobos, orangutans, gorillas, asian elephants, bottlenose dolphins, orcas, Eurasian magpies, ants, cleaner wrasses

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35
Q

Self-concept

A

descriptive component of the self; knowledge and beliefs about oneself as a physical, social, psychological, and moral being

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36
Q

Examples of self-concept

A

personal characteristics, ascribed identities, social and group identities, interests, material possessions, abstract/existential

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37
Q

What comprises self-concepts?

A

self-schemas

38
Q

Self-guides

A

standards one uses to organize information and motivate appropriate behavior

39
Q

2 self-guides

A

ideal self and ought self

40
Q

4 key self-schemas

A

possible selves; ideal self; ought self; undesired selves

41
Q

Possible selves

A

ideas people have about who they might become

42
Q

Ideal self

A

what a person wants to be; based on own desires and goals

43
Q

Ought self

A

what a person believes others want them to be; based on responsibilities and commitments to others

44
Q

Undesired selves

A

what a person wants to avoid being

45
Q

“Looking glass” self (Cooley)

A

the self is socially constructed through the life-long experience of seeing ourselves through the eyes of others

46
Q

How is self-concept formed through self-narratives?

A

by integrating life experiences and self-defining memories into an internalized evolving story of the self that provides the person with a sense of unity and purpose

47
Q

Social identity

A

social component of the self; what we show to others and use to create impressions

48
Q

Continuity vs contrast in social identity

A

people can count on you to be the same person tomorrow as you were today; your social identity differentiates you from others and makes you unique in their eyes

49
Q

Identity crisis

A

feelings of anxiety accompanying efforts to define/redefine one’s own individuality and social reputation

50
Q

2 types of identity crises

A

identity conflict and deficit

51
Q

Identity conflict

A

conflict between different aspects of one’s identity (e.g. self-concept and social identity); commonly occurs in adolescence and middle age

52
Q

Identity deficit

A

not seeing oneself confidently or clearly and has trouble making decisions; often when discarding old values or goals

53
Q

Multiple selves

A

everyone has at least 2 selves: inner private self (self-concept) and social identity

54
Q

Self-concept differentiation

A

tendency to see oneself as having different traits across different social roles (i.e. having multiple selves or self-concepts/identities across roles)

55
Q

How is self-concept differentiation measured?

A

self-reported traits in different roles (e.g. as a parent, as a friend)

56
Q

Self-complexity

A

reflects the number and diversity of self-aspects (i.e. aspects of one’s self-concept) developed for meaningful facets of one’s life

57
Q

Are multiple selves adaptive?

A

self-concept differentiation is associated with psychological maladjustment and fragmentation, and a lack of an integrated core self while self-concept consistency appears to be adaptive

58
Q

Degree of self-concept differentiation in individualistic vs collectivistic cultures

A

consistency vs malleable and context-sensitive (e.g. in Asian cultures)

59
Q

Do people in Asian cultures have a less coherent self?

A

they have less consistent self-concepts ACROSS roles but are just as stable over time WITHIN roles

60
Q

Effect of consistency across vs within roles on well-being

A

consistency across roles is less predictive of well-being while inconsistency within roles is associated with maladjustment and poor relationship functioning

61
Q

Self-esteem

A

evaluative component of the self or what one thinks or feels about their self-concept; both affective and cognitive; either global or specific; measured implicitly or explicitly

62
Q

4 myths about high self-esteem

A

correlated with positive attributes; promotes success in school; promotes success at work; makes you likeable

63
Q

2 myths about low self-esteem

A

puts a person at greater risk of substance abuse and premature sexual activity; a precursor to aggression and bullying

64
Q

Positive illusions

A

undeservedly high self-esteem

65
Q

Self-serving bias

A

excessively high implicit self-esteem

66
Q

What are positive illusions associated with in the short-term?

A

positive emotions, well-being, high self-esteem; better performance on experimental tasks

67
Q

What are positive illusions associated with in the long-term?

A

decreasing levels of well-being and self-esteem; disengagement from school and increased likelihood of dropping out; being liked less by peers; higher levels of aggression and narcissism

68
Q

2 questions you need to answer regarding existence

A

why am I here?; what should I be doing? (existential anxiety/angst if not answered)

69
Q

2 ways of dealing with existential anxiety/angst

A

face questions with courage and optimism or avoid problems and live in bad faith

70
Q

Living in bad faith

A

not worrying about meaning of life; advancing your social status (e.g. buying a nice car); following society, convention, peer group, political propaganda, religious dogma, advertising

71
Q

Authenticity

A

living an honest, insightful, and moral life; achieving meaning and a sense of purpose

72
Q

Authenticity today

A

unobstructed operation/expression of one’s true self

73
Q

4 aspects of authenticity today

A

awareness; unbiased processing of self-relevant information; behaving in accordance with one’s values, preferences, needs; being authentic in close relationships

74
Q

What has authenticity been associated with?

A

openness, conscientiousness, extraversion, emotional stability, honesty-humility, health and well-being, low stress, more positive emotion, self-actualization

75
Q

What has authenticity in Asian cultures been associated with?

A

well-being (feeling like one’s true self within and not across roles)

76
Q

Doctrine of “non-self”

A

there is not unchanging, permanent self; clinging to this leads to suffering

77
Q

Reducer/augmenter theory

A

some people reduce sensory stimulation (high pain tolerance) while others augment it

78
Q

Postmodernism

A

intellectual position grounded in the notion that reality is constructed; every culture and person has a unique version of it

79
Q

Fundamental postulate (Kelly)

A

a person’s processes are psychologically channelized by the ways in which they anticipate events

80
Q

Commonality corollary

A

two people have similar construct systems or interpret the world similarly

81
Q

Anxiety (Kelly)

A

when personal constructs fail to make sense of our circumstances (e.g. too rigid)

82
Q

Specific expectancies

A

LoC in discrete areas of life (e.g. health, academic outcomes, relationships)

83
Q

Promotion vs prevention focus

A

concerned with advancement, growth, accomplishments; concerned with protection, safety, prevention of negative outcomes

84
Q

General intelligence (g)

A

people who display high cognitive ability in one area tend to do so in others

85
Q

Gardner’s theory of multiple intelligences

A

seven forms of intelligence (e.g. interpersonal, intrapersonal, bodily/kinesthetic, musical, emotional)

86
Q

Inspection time

A

time it takes to make a simple discrimination between 2 displayed objects

87
Q

Objective self-awareness

A

seeing oneself as an object of others’ attention; can be experienced as shyness and become a chronic problem

88
Q

Global self esteem

A

level of global regard one has for the self as a person; composite of several areas of self-evaluation

89
Q

Collective self-esteem

A

global self-evaluation as a member of a social group or category; benefits health and well-being

90
Q

Defensive pessimism

A

strategy in which a person facing a challenge expects to do poorly and uses worry constructively to motivate themselves

91
Q

Self-handicapping

A

person deliberately does the things that increase the probability that they will fail

PSYC 305 (10 decks)

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