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Positive Psychology > Lecture 2 > Flashcards

Lecture 2 Flashcards

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1
Q

Is personality consistent over the lifetime?

A

Its relatively stable but there is some variation over time

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2
Q

In some ways people are like ______ people (3)

A
  1. We are all alike (basic needs and capacities like language)
  2. We are like some other people (Individual and group differences: traits, gender, culture, etc)
  3. We are like no other people (Individually unique quirks, like stories, goals)
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3
Q

Which of the 3 ways we are like people is hard to do research on?

A

How we are like no other people

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4
Q

5 domains that personality comes from

A
  1. Evolution
  2. Genes - preset boundaries but they interact with environment
  3. Prenatal experience
  4. Early temperament (what you evoke from others)
  5. Development
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5
Q

The ways that development contributes to personality (3)

A
  • In families, cultures, places and random events
  • Process of evocation, selection (the places and situations you choose to be in)
  • Maturation, increasing cognitive complexity
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6
Q

Big 5 traits

A

OCEAN

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7
Q

Lexical approach

A

If there are a lot of synonyms then it must be an important category and they can be grouped together

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8
Q

The “big” part of the big 5

A

They are very broad categories, have many facets

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9
Q

Which genes have been related to extraversion

A

Dopamine genes

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10
Q

Behavioural Activation System

A

What initiates behaviour based on environmental stimuli (rewards)

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11
Q

Do extraverts want to be social at all costs (want to be social even in unpleasant situations?

A

No, they seem to be more driven by rewards, so they will choose not to be social if it will be unpleasant

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12
Q

Extraversion cognitive bias

A

Extraverts thought processes are more attuned to positive interpretations

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13
Q

Who is best at savouring

A

Extraverts

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14
Q

Extraverts are ____ to induce happiness and it lasts _____

A

easier

longer

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15
Q

What does it mean to say that traits are dimensional?

A

It is not one or the other, it is a spectrum. Traits are more normally distributed

> > There is a lot of overlap in ranges of behaviour

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16
Q

Other than traits, 8 other individual differences

A
  • needs or motives
  • goals
  • interests
  • self concepts
  • values
  • attachment style
  • abilities
  • character strengths
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17
Q

How are other individual differences different from personality traits

A
  • Usually more specific or clearly defined
  • Usually assumed causes or consequences (motive as driving a behaviour)
  • Yet may overlap part of what’s included in trait
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18
Q

Jingle Fallacy

A

When two things have basically the same name but they are describing different things

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19
Q

Jangle Fallacy

A

When you use two different terms to talk about essentially the same thing

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20
Q

Example of Jingle Fallacy

A

Optimism, 2 different approaches

  • To ask people self report questions about the future
  • Attributional styles, and how you explain how things happen to you (internal vs external)
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21
Q

Example of Jangle fallacy

A

When people invent new terms to describe old things :

Grit which correlates really highly with conscientiousness

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22
Q

What an the issue with the jangle fallacy

A

Miss out on all the other things that were studied about the other thing previously

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23
Q

What are considered positive psychology’s personality units (2)

A

Strengths and virtues

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24
Q

Why study strengths and virtues

A

Because it is assumed that strengths and virtues are essential to the “good life”

> > doing things that are positively socially valued

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25
Q

DSM comparison with strengths and virtues

A

Making a list of all the positive characteristics of people to go along with the list of disorders

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26
Q

What is the benefits of the DSM that positive psychologists took when characterizing strengths and virtues (3)

A
  • Common language (allows for comparison)
  • Directs research and assessment
  • Provides a “map” for other institutions
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27
Q

What are things the the DSM was lacking that was added when categorizing people’s strengths and virtues

A
  • Categorical vs dimensional (took a more dimensional approach)
  • Number of constructs
  • (aspires to) greater validity and more universality
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28
Q

What does VIA stand for

A

Values in action

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29
Q

What is the main way to define a strength?

A

It is positive

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30
Q

Stability of strengths

A

They are relatively stable

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31
Q

Nurturing strengths

A

These strengths can be nurtured and developed over the life time

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32
Q

The hierarchical conceptual structure of strengths

A

Groupings of similar character strengths

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33
Q

How was the strengths lists developed?

A

Started with a list of criteria of what they thought was important and consulted with many different fields (psychology, philosophers, literature, pop culture, big institutions)

> > They were looking for cross culture and field commonality

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34
Q

6 big categories of strengths

A 
Wisdom 
Courage 
Humanity 
Justice 
Temperance (regulated) 
Transcendence
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35
Q

10 Criteria for Strengths

A
  1. Contributes to fulfillment
  2. Themselves are valued
  3. Using it does not diminish others
  4. No obvious positive oppisite
  5. Trait like
  6. Distinctive from other strengths
  7. Has paragons
  8. Had prodigies
  9. Selective absenses
  10. Cultivated by institutions and rituals
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36
Q

Strength contributes to fulfillment (most important)

A

More than just feelings good, similar to eudiamonia

People have signature strengths that are intrinsic

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37
Q

Strengths themselves are valued

A

Beyond the outcome, they are valued

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38
Q

Using the strength does not diminish others

A

Not putting others down when expressed

More admiration than jealousy from others

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39
Q

No obvious positive opposite to the strength

A

It is the good end of the spectrum

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40
Q

Strengths are trait like

A

It is stable and consistent

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41
Q

Strengths have paragons

A

People just exemplify this strength totally

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42
Q

Strengths have prodigies

A

There are children who has this strength so purely

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43
Q

Selective absences of strengths

A

There are some people who don’t have some of the strength at all

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44
Q

Strengths are cultivated by institutions and rituals

A

See things in the culture or groups that are aimed at promoting these strengths

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45
Q

How are strengths usually studied.

Problem?

A

Self report

> Can lead to socially desirable responses, but for the most part it seems like people answer honestly

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46
Q

2 non self report way that strengths are assessed

A
  1. Structured interview for signature strengths

2. Content analysis of pre-existing bits of writing (synonyms, word frequency, etc)

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47
Q

Strengths across cultures

A

There are similar levels of strengths across cultures

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48
Q

High levels of strengths across cultures (4)

A
  • Kindness
  • Fairness
  • Authenticity
  • Gratitude
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49
Q

Strengths that are reported in lower levels across cultures (3)

A
  • Self regulation
  • Modesty
  • Prudence
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50
Q

What are the effects of major crises on the reports of personal strengths

A

A crisis or challenge might bring out these strengths because people report higher levels of relevant strengths

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51
Q

What strengths are reported higher in youth

A
  • Hope
  • Teamwork
  • Zest
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52
Q

What strengths are reported higher in adults

A

Authenticity

  • Leadership
  • Appreciation
  • Open
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53
Q

What is the general trend of strengths with age

A

Generally there are small increases in strengths as age increases

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54
Q

What does using your signature strengths in new ways result in?

A

Increase SWB and decrease depressive symptoms

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55
Q

Some critiques of personal strengths

A
  • Not developed using statistics
  • Application has outpaces research
  • Not totally a unique framework (overlap with Big 5)
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56
Q

The 2 form of the self

A
  1. The “I” self

2. The “Me” self

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57
Q

The “I” self

A

The doer, the one that is in control

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58
Q

The “Me” self

A

The self-concept, the “true self”

  • Does not need to be objectively accurate
  • Multiple selves (actual, ideal, possible, etc.)
  • Help organize information
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59
Q

Maslow’s conditions of worth

A

Things that you need to achieve in order to receive love

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60
Q

Classic “essentialist” approach to the true self (5)

A
  • Non-obvious, needs to be discovered
  • A personal “essence”
  • Internal
  • Stable
  • Indicated more by feelings than behaviours
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61
Q

Do we always act in accordance with our true self

A

No, not always

> often we feel guilty about behaviours that do not correspond to the true self

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62
Q

True self is more related to _____ than behaviours

A

feelings about the behaviours

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63
Q

We feel like there is a true self but…

A

People change over time

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64
Q

Is there inter rater agreement about what another person’s true self in by observing behaviour

A

Not really

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65
Q

What is a contrast to the “essentialist” view of the true self

A

Self determination` theory

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66
Q

What is the self determination theory of the true self characteristics (2)

A
  • Takes a more subjective view

- Intrinsic motivation and “feeling” authentic

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67
Q

What can decrease intrinsic motivation

A

Providing too many rewards and punishments for things that people would want to do anyway

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68
Q

2 types of authenticity

A

State vs Trait authenticity

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69
Q

Generally there are ____ correlation with authenticity and well being

A

Positive

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70
Q

Momentary (state) authenticity _____ correlate with positive emotions and meeting self determination theory needs

A

positively

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71
Q

When people feel authentic, they also feel:

A
  • positive emotions

- like they are meeting their needs

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72
Q

In some studies, there seems to be what causal direction between positive emotions and authenticity

A

Positive moods ‘cause’ authenticity

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73
Q

Do you feel authentic when you behave in association with your big 5 traits?

A

Not really

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74
Q

What spread of the big 5 traits do all people feel most authentic, regardless of their own trait big 5 profile

A 
Extraverted
Agreeable 
Conscientious 
Stable 
Open
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75
Q

Why might the set spread of big 5 traits (Ex, Agr, Con, Stable, Open) make people feel more authentic even if it is not in accordance with their Big 5 traits

A

Those behaviours might help you express other parts of your personality

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76
Q

________ behaviour (extraversion, agreeableness) feel more authentic, regardless of disposition too

A

Manipulated

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77
Q

Values are viewed ______ by all

A

positively

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78
Q

What are some values that are universally values

A

Competence
Tradition
Power
Benevolent

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79
Q

Do we feel authentic when we act in accordance to our values?

A

Yes, very much

> if you act against your values, you feel very not authentic

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80
Q

Is acting according to true self always best?

A

Usually, unless your true self is harmful to yourself or others

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81
Q

Self efficacy

A

The belief that you can take the steps necessary for success

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82
Q

Is self efficacy general or specific

A

Specific, we have different perceptions for our abilities for different tasks and in different contexts

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83
Q

Is success higher or lower when we have self efficacy about that task?

A

Higher

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84
Q

Causal direction between self efficacy and achievement

A

High self efficacy causes higher achievement

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85
Q

Why does self efficacy increase performance

A

high self efficacy gives us more persistence and we put more effort into things

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86
Q

Where does self efficacy come from (4) in order

A
  • Personal experience of success
  • Vicarious experience
  • Persuasion (pep talk)
  • Physiological states (mood states)
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87
Q

How does failure help contribute to self efficacy

A

Builds a sense of resilience efficacy

> that you can still succeed even if you occasionally fail

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88
Q

How is self esteem evaluated

A

Mostly self report through scales

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89
Q

What can self efficacy also depend on?

A

The social feedback we get from others

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90
Q

Typically, self esteem is thought of more as a state or trait?

A

Trait

>continuity and stability over time

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91
Q

Usually self esteem is a global judgement, but there can be domains. What are some domains

A
  • Appearance
  • School
  • Relationships
  • Achievements
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92
Q

What domains are most important for determining self esteem

A

Personally valued domains

> > what we care about, is it important to us

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93
Q

What is similar to self esteem but a bit more negative

A

Narcissism

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94
Q

ADD CARDS FOR NOVEMBER 8Th

A

Self Views slide 3-19

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95
Q

Self enhancement (thinking you are better than you are) across cultures

A

It is seen more in individualist cultures for the self

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96
Q

Levels of self compassion across cultures

A

pretty similar across cultures

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97
Q

The 4 P’s of creativity

A

Process
Products
Personality
Press

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98
Q

2 important features of creativity

A
  1. Uniqueness (originality)

2. Usefulness

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99
Q

Alternate uses tasks (creativity)

A

Trying to generate as many alternate uses for ordinary objects as possible (paper clip)

Score it based on number of ideas, originality, flexibility of categories, elaborations/detail

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100
Q

Divergent thinking

A

Thinking in different ways (feature of creative thought)

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101
Q

Reduced “latent inhibition”

A

Your mind tries to focus on a particular thing, and filtering out other irrelevant information. It is effortless = latent. If this is reduced, you are paying attention to some of the irrelevant information

> > > Can be helpful for creativity

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102
Q

People who have lower levels of latent inhibition have increased what?

A

More creative products

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103
Q

Remote associates test

A

Getting a list of 3 words and needing to come up with one word that will make them into compound words

Ex. Fish/Mine/Rush (Gold)

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104
Q

Problem with just counting number of products to assess creativity

A

Does not take into account quality

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105
Q

What is a better way to assess the creativity of the product

A

Look at expert ratings

Amount of usage

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106
Q

What domain of the big five correlates most with creativity

A

Openness

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107
Q

Does creativity seem to be stable?

A

Yes

108
Q

Intelligence and expertise usually helps with creativity. To what group does this not apply?

A

Children

>Because they are not constrained by what they already know

109
Q

________ workplaces promote creativity

A

Autonomous

110
Q

What types of moods promote creativity

A

Positive moods, especially high energy

111
Q

Norm violation and creativity

A

Things that deviate from the norm promote creativity

112
Q

Multicultural experiences promote creativity, but this is moderated by what factor

A

People’s openness to experience (did they try new things while traveling)

113
Q

4 characteristics of wise reasoning

A
  • Seeing multiple perspectives
  • Uncertainty (wise people do not think it is easy)
  • Knowledge about the pragmatics of life (street smarts)
  • Comes with prosocial motivations (cannot use wisdom for evil)
114
Q

Self report when measuring wisdom

A

not outright asking, usually ask in indirect ways

Can ask about specific events

115
Q

Measuring wisdom with scenarios

A

Giving people hypothetical scenarios and then assessing the qualitative response

116
Q

Do people get wiser with age?

A

There is no consistent increase with age

117
Q

Is there a correlation between wisdom and intelligence

A

There is a small positive correlation, but wisdom is not just intelligence

118
Q

Correlation between well-being and wisdom

A

People who are wise tend to report more well being

119
Q

Reducing what perspective can increase wise reasoning

A

Ego-centric

|&raquo_space;Not thinking about the self can help consider more perspectives

120
Q

What types of cultures tend to be more wise

A

Collectivist

121
Q

When you think about things for a friend or for yourself, when do you exhibit more wisdom

A

When you are thinking about the friend you tend to engage in more wise reasoning (put your self in the other person’s shoes)

122
Q

Intelligence has a hierarchical structure, what else has that structure in PP? (3)

A

Values, SWB and traits

123
Q

Clear individual ________ in “smarts”

A

differences

124
Q

In what way is intelligence hierarchical

A

You can talk about one thing that is intelligence, and that can further be broken up into pieces

125
Q

What did Piaget say that intelligence is?

A

What you use when you don’t know what to do

126
Q

What is at the top of the hierarchy of intelligence

A

General Intelligence (g)

127
Q

Intelligence positively correlated with 4 things

A

Education achievement
Work Performance
Income
SES

128
Q

What is negatively correlated with intelligence?

A

Criminal behaviour

>the ones who are caught

129
Q

Higher levels of “g” predicts greater _________

A

accomplishment

130
Q

What specific part of “g” predicts more success in the STEM field?

A

Numeric ability

131
Q

What specific part of “g” predicts success in the humanities field

A

Verbal ability

132
Q

Howard Gardener argues for _______ intelligence

A

Multiple

133
Q

What are some aspects that are included in the multiple intelligences model that are lacking in the IQ model

A

Music
Emotional
Physical

134
Q

Does being good at something mean that you need to learn something that way? (Is there merit to learning styles)

A

No, matching teaching to “learning styles” does not empirically help

135
Q

Percentage heritability of IQ

A

50-75% (depends on the environment)

136
Q

Flynn Effect

A

IQs are rising over time

137
Q

Education effect meta analysis for explaining that education causes increases in IQ study

A

Government policy changes the mandatory minimum schooling

> The children who got more years in school have an increase in IQ

138
Q

3 things that accomplishment depends on

A
  1. Ability/Intelligence
  2. Interests matching with work
  3. Mastery/Drive (Work ethic)
139
Q

Best study techniques (2)

A
  1. Practice tests

2. Distributed practice

140
Q

Ok study techniques (3)

A
  1. Interleaving
  2. Self explanation
  3. Elaboration
141
Q

Not-so-good study techniques (5)

A
  1. Highlighting
  2. Complete re-reading
  3. Summarizing
  4. Imagery (duel coding)
  5. Key-word memory triggers
142
Q

Affective forecasting

A

Predicting future emotions

143
Q

What happens when we make an error in affective forecasting

A

it can impede happiness maximization

144
Q

Impact bias (affective forecasting error)

A

People have a tendency to over-estimate the intensity or duration of emotional reactions

145
Q

Immune neglect (reason for impact bias)

A

Under-estimating all we do to cope with bad experiences

146
Q

Focusing illusion (reasons for impact bias)

A

Failing to consider the “whole picture”

|&raquo_space;Only thinking of the one thing in focus/in question

147
Q

2 reasons for impact bias

A

Immune neglect

Focusing illusion

148
Q

Do people accurately affective forecast the effect when talking to strangers

A

No, people think it will be bad, but it actually makes people happier

149
Q

Are people happier with their purchases when there is a return policy?

A

No, usually people are more happy with their purchases when there is no option to return
» may be that the brain is protecting us by making us happier because it knows there is nothing we can do about it

150
Q

Resilience

A

“Maintenance, recovery, or improvement in health following challenge”

151
Q

Many children of mentally ill parents do not develop (2)

A

Mental illness or behaviour problems

152
Q

Many low SES children grow up to be

A

Competent, caring adults

153
Q

People do not become _______ with old age and its challenges

A

miserable

154
Q

3 main areas in the MIDUS study on resilience

A
  1. Dealing with difficult circumstances (low SES, discrimination)
  2. Dealing with aging
  3. Dealing with specific challenges (abuse, illness)
155
Q

What areas did the MIDUS study look at

A 
Demographics
Health Behaviours 
Life Challenges 
Neuobiological Mechanisms 
Psychological & Social Factors 
Health & Illness
156
Q

What makes it hard to parse out protective factors for resilience

A

It is hard to separate outcome vs protective factors

157
Q

MIDUS SES and health finding

A

People with higher SES are healthier (there is a linear relationship)

158
Q

What can buffer against low SES in terms of health

A

Psychological well being (mastery or control)

159
Q

Inter Leukin 6 (an inflammatory chemical) relation with environmental mastery

A

Environmental mastery acts as a buffer and usually results in a decrease in IL6.

So the higher the environmental mastery, the lower the IL6

160
Q

Maternal _______ acts as a buffer against the lower health associated with lower SES

A

Maternal warmth

161
Q

Which demographic is more resilient in the US

A

African Americans - resilience in the face of racism

162
Q

Relationship between acknowledging discrimination and cortisol levels

A

Acknowledging discrimination are associated with lower levels of cortisol

163
Q

Why might acknowledging discrimination lower cortisol levels

A

Can attribute some of the difficulties in life to the discrimination, it is a coping mechanism

164
Q

What buffers the challenges of aging (resilience) (4)

A
  • Social support
  • Physical exercise
  • Sense of control
  • Purpose in life
165
Q

In older people, what acts as a buffer against cognitive decline

A

Social contact (talking to people)

166
Q

_______ abuse predicts poor outcomes (health and negative affect) MIDUS

A

child physical abuse

167
Q

What can buffer against life challenges and contributes to resilience (2)

A

Sense of control and community support

168
Q

What predicts better outcomes after losing a spouse (MIDUS)

A

Positive reappraisal = people who can find something good even in hard times

169
Q

After a heart attack, how many people showed resilience (no depression before or after)

A

~70%

170
Q

Developing a depression in what timeframe around a heart attack predicted mortality

A

after the heart attack

171
Q

What factor predicted resilience around a heart attack

A

higher life optimism

172
Q

There seems to be _____ in depression and stress before and after an earthquake

A

stability

High stress and depression before have more after too

173
Q

Rumination coping style predicted what types of outcomes after an earthquake

A

worse outcomes

174
Q

There is a small increase in what big 5 personality factor after an earthquake

A

Neuroticism

175
Q

INSERT CUE CARDS FROM NOV 22

A

post traumatic growth

we started social environment today

176
Q

Prosocial behaviour

A

Includes anything that increases another’s well being

177
Q

Examples of prosocial behaviour that increase other’s well being (3)

A
  • Cooperation
  • Helping
  • Sharing
178
Q

Does prosocial behaviour have to be altruistic?

A

No, the prosocial behaviour can be self serving

179
Q

The nice parts of evolutions, 3 types of altruism

A
  • Kin altruism
  • Reciprocal altruism
  • Competitive altruism
180
Q

Kin altruism

A

Doing nice things for the people you are related to (allows aspects of your genes to survive)

181
Q

Reciprocal altruism

A

Doing nice things for others in the hope that they will do something nice for you back

182
Q

Competitive altruism

A

If you do things that are generous for strangers, it makes you look good and will make you look like a good mate and friend

183
Q

What may be the mechanism that drives altruism

A

Empathy

184
Q

What are social dilemmas

A

Some conflict between immediate personal benefit and the collective well being

185
Q

What is an example of a social dilemma

A

Cooperation:

It would be better for you not to cooperate, but if everyone does that, then no one wins

186
Q

2 kinds of dilemmas

A
  1. Common Resource dilemmas

2. Public Goods dilemma

187
Q

What is the conflict of the common resource dilemma

A

A good exists, how much do I take

188
Q

What is the conflict of the public good dilemma

A

A good is being created, should I contribute (or how much)?

189
Q

Framing a dilemma as an ethical vs business decision, which gets more cooperation

A 
Ethical = more
Business = less
190
Q

Framing a dilemma as a community vs a private decision, which gets more cooperation

A 
Private = less 
Community = more
191
Q

Having more of what 3 things increases cooperation

A
  1. Certainty about the outcomes
  2. Repeated interactions (need to have others like you)
  3. Experience (knowing that usually when you are cooperative, others will also be cooperative)
192
Q

Features of the situation that increase cooperation (4)

A
  • Being able to communicate
  • Smaller groups
  • Social norms where cooperation is expected
  • In-groups vs out-groups
193
Q

If there is a miscommunication in a cooperation situation, what response is most likely to lead to the best outcomes

A

Giving them the benefit of the doubt once and being a little more generous than they deserve

194
Q

Is prosocial behaviour our automatic response or do we have to consciously think about it to make ourselves do it

A

It seems to be more automatic

195
Q

When we have to think about decisions, are we more or less prosocial

A

It seems like when people need to make fast decisions they act more pro-socially
When people are forced to think about a decision, they act less prosocial

196
Q

Seeing fair outcomes, seeing others get rewards and donating money activates what part of the brain?
>What does this say about prosocial behaviour

A

Reward centres in the brain

> Prosocial behaviour is more rewarding and thus might be more automatic

197
Q

Evidence that the preference for prosocial behaviour emerges early (before children would have delayed gratification or have the control to stop impulses)

A

Before 2 years children:

  • Prefer prosocial actors
  • Help others without request
  • Offer useful informaiton
198
Q

What are the findings of emotions and prosocial behaviour

A

Helping others produces pleasure

199
Q

3 emotions that can nudge towards prosocial behaviour

A
  1. Awe
  2. Gratitude
  3. Inspiration - seeing others do prosocial behaviour makes us want to act pro-socially
200
Q

4 kinds of love in the Quadremvirate model

A

Passionate
Companionate
Compassionate
Attachment

201
Q

Passionate love begins with what?

A

Physical attraction, signs of liking

202
Q

Passionate love promotes what

A

A sexual relationship

203
Q

Passionate love is similar to ______ (latin)

A

Eros

204
Q

Companionate love begins with what (3)

A

Familiarity, similarity and friendship

205
Q

What does companionate love promote? (2)

A

Spending time together, expressions of liking

206
Q

Companionate love is similar to ______ (latin)

A

Storge

207
Q

What is the prototype approach to studying love

A
  • Ask lay people to list the features of love

- Then you ask another group of people to rate the features on how prototypical they are to love

208
Q

Which features came out as most central to love according to the prototypical approach (5)

A
  • Trust
  • Honesty
  • Caring
  • Intimacy
  • Respect
209
Q

Which features of love came out as lest central according to the prototypical approach (3)

A
  • Sexual passion
  • Gazing at other
  • Physiological
210
Q

People have better memory and faster reaction time for ____ prototypical features of love

A

more

211
Q

Can you have both passionate and companionate love in the same relationship

A

Yes

212
Q

Overall there are more _______ between gender in terms of the understanding of love

A

similarities

213
Q

Are men or women more prone to “romantic” conceptions of love

A

men

214
Q

Which gender is more interested in casual sex

A

men

215
Q

What is the evidence that men are more romantic (3)

A
  • More likely to think of a long term commitment at the beginning of relationship
  • Believe more in true love
  • More romantic gestures
216
Q

Which gender tends to say “I love you” first in a relationship

A

the man

217
Q

Which gender is more prone to think of the pragmatics of the relationships

A

Women

218
Q

Which gender scores higher in measures from companionate and friendship love

A

Women

219
Q

Are there more gender or cultural differences in terms of love

A

Cultural

220
Q

What are some of the key differences of love between cultures

A
  • Choosing mates (arranged vs romantic)

- Day to Day (live alone vs live with extended family)

221
Q

Scores on “Eros” (passion) are high across all cultures, but it is higher in which cultures

A

Individualist

222
Q

There are higher scores on “Storge” (companionate) love in which type of culture

A

Collectivist

223
Q

Does passion fade into companionate love over time?

A

Both companionate and passionate love are high at the beginning.
Passionate love does decrease a bit, but not that much

224
Q

Experience of love is associated with ______

A

Satisfaction

225
Q

Do people say that love is important for staying together?

A

Pre-marriage: yes

Marriage: not as important, there are other things keeping them together

226
Q

What is the use of humour to deal with conflict in relationships depend on

A

The type of humour used

227
Q

3 types of humour and effectiveness at dealing with conflict

A
  1. Affiliative: lighten mood (best)
  2. Aggressive: put someone down (worst)
  3. Self-Defeating: putting yourself down (bad)
228
Q

What can moderate the effect of the use of humour during conflict

A

Attachment style:
Secure attachment - use more affiliative humour and respond better
Insecure attachment - uses humour but cannot take it as well

229
Q

Clinical psychology currently/historically follows _____ ideology

A

Illness

230
Q

Clinical psychology started mostly in hospitals, which lead to thinking as mental illnesses as:

A

Pathological problems with more of a biological origin

231
Q

Historically, did clinical psychology see mental illness as a spectrum or categorical

A

Categorical

232
Q

Social Construction Approach to clinical psychology

A

Just because a disorder has a label and a list of symptoms does not make it exist.
> they are social constructs

233
Q

The positive clinical psychology approach prefers referring to “disorders” as:

A

Problems in living

234
Q

Positive clinical psychology approach sees problems of living as having to do with (3)

A

Interaction of person, situation and culture

235
Q

More than just treatment, positive clinical psychology approach is more focused on

A

Prevention and enhancement

236
Q

Positive clinical psychology approach would focus more on studying what 2 things rather than just issues

A

Strengths and assets

237
Q

Is positive psychology always a good thing? What can it depend on?

A

Not necessarily, it depends on the context to know if a PP component (optimism, forgiveness, kindness, etc.) is a beneficial thing
> These would not be a good thing in an abusive relationship

238
Q

In relationships, is being higher on PP things (like forgiveness or positive attributions) always beneficial?

A

Not necessarily, it depends on the relationship

  • If the relationship is good, then they are beneficial
  • If the relationship is bad, then they are detrimental (decrease satisfaction)
239
Q

What can be a draw back from studying positive things and positive people

A

May not tell us about difficulty. The things that are true for happy people might not be true for unhappy people and would be hard to apply in a helpful way

240
Q

Generally speaking, self esteem depends on the self. But it can also depend on

A

Social feedback

241
Q

Is self esteem generally high or low

A

high

242
Q

High self esteem is correlated to good things, but it does not:

A

cause the good things

243
Q

4 good things that self esteem is correpated with

A
  • happiness
  • less depression
  • academic success
  • persistence after failure
244
Q

High self esteem does not result in: (4)

A
  • better relationships
  • better performance
  • staying away from drugs
  • safer sex
245
Q

does self esteem seem to be state or trait like

A

trait

246
Q

How can trying to artificially raise self esteem back fire

A

may increase narcissism

247
Q

3 components to self compassion

A
  1. Treats self with kindness
  2. Recognizes common humanity
  3. Takes mindful approach to negative parts of self
248
Q

There is a ______ correlation between self esteem and self compassion

A

high positive

249
Q

3 main differences between self compassion and self esteem

A
  1. Feeling safe and secure vs feeling ‘better’
  2. Connects to others vs distinguishing from them
  3. Useful with failure vs threatened by failure
250
Q

The self in independent cultures (5)

A
  • describe self in traits (vs roles)
  • views self as special
  • remembers events in self enhancing way
  • do what makes self happy
251
Q

The self in interdependent cultures (4)

A
  • describe self in roles (vs traits)
  • variable self (related to roles)
  • view self as ordinary
  • less happy due to social expectation
252
Q

What are 4 factors that predict initial attraction to a person

A
  1. Proximity and exposure
  2. Similarity
  3. Physical attractiveness
  4. Intimacy via sharing
253
Q

Bank account analogy to relationships

A

Every positive thing is a deposit and every negative thing is a withdraw, what is the balance

254
Q

are positive deposits “worth” as much as negative withdraws in relationships

A

no, the negative withdraws have more impact, so there needs to be more good than bad to come out even

255
Q

What is the ratio of good to bad for a healthy relationship

A

5 good to 1 bad

256
Q

Capitalization

A

Sharing good news with your partner

257
Q

What is a key component to the effectiveness of capitalization

A

your partner’s response

258
Q

4 types of responses

A

Active - Constructive
Passive - Constructive
Active - Destructive
Passive - Destructive

259
Q

Active - Constructive response

A

Authentic, enthusiastic and supportive

260
Q

Passive - Constructive response

A

Understated support

261
Q

Active - Destructive response

A

Pointing out the negative

262
Q

Passive - Destructive response

A

Ignoring the event

263
Q

Self-expansion theory in relationships

A

Growing and learning, which can take place in the context of a relationship through integrating with partner

264
Q

What is key to self expansion in relationships

A

Novel and exciting activities together

265
Q

Engaging in exciting and novel activities is correlated with what in relationships

A

higher satisfaction, love and relationship quality

266
Q

What are 2 things that have been shown to be good responses to conflict in relationships

A
  1. Forgiveness

2. Humour

Positive Psychology (3 decks)

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