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PSYC 332 > Lectures Final > Flashcards

Lectures Final Flashcards

1
Q

Greta Thunberg general info and clinical diagnoses

A
  • teenage climate activist from Sweden
  • Aperger’s syndrome (mild autism)
  • Depression (common in mild ASD)
  • OCD behaviours
  • Anorexia nervosa
  • Selective mutism
  • mom opera singer, dad filmmaker
  • younger sister has ADHD
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2
Q

Greta’s personality in the “How Dare You” video

A
  • passionate, intense, accusatory, apocalyptic
  • social dominance
  • doesn’t care ab empathizing w leaders (maybe low A)
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3
Q

Greta’s personality in the Montreal Climate March speech

A
  • warmer, less intense, urgency instead of accusatory
  • builds connection w audience using humor (can be highly agreeable!)
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4
Q

Greta Thunberg Big 5

A
  • high on social dominance facet of E
  • can show high A (circumstantial)
  • high C
  • low N
  • unsure about O
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5
Q

Heritability of ASD

A

90%

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6
Q

In 2019, _____/80ppl have ASD diagnosis

A

1/80

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7
Q

Examples of people with aspergers

A
  • maybe Bill Gates
  • guy Koestner knew in HS (obsesses w subway system)
  • many profs might have ASD
  • kid at National Park who knew more than the ranger
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8
Q

AQ (+ items relate to…..)

A
  • Autism-Spectrum Quotient
  • normal distribution, everyone is somewhere on scale
  • items relate to empathizing vs. systematizing
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9
Q

Baron-Cohen study of AQ and NEO-PI-R

A
  • wanted to know if autism traits were an independent personality dimension
  • found that autism is independent trait
  • students w ASD are lower on E (esp. gregariousness)
  • higher on N (esp. depression and self consciousness)
  • lower C (get caught-up or sidetracked)
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10
Q

Smith et al. Meta-analysis of Big 5 and ASD

A
  • questionnaire method, also collected questionnaires from parents
  • meta-analysis, quantitative review
  • Pearson correlations all significant
  • all 5 traits on less socially desirable end
  • found that when a kid with ASD has more socially desirable scores (esp. E), they’re more likely to shed diagnosis later in life
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11
Q

Big 5 traits in depression and anxiety

A
  • lower E
  • lower C
  • higher N
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12
Q

Big 5 traits and substance abuse disorders

A
  • low A
  • E not associated
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13
Q

3 levels of personality

A
  • Big 5 traits
  • personal concerns (motivational and developmental; greta best understood at level 2 - as an agent)
  • life narrative
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14
Q

Achievement motivation

A
  • like to master tasks, develop skills, improve
  • like moderate challenge, responsibility, feedback
  • small business owners, lawyers, research scientist, salespeople, maybe doctors
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15
Q

Affiliation motivation

A
  • preoccupied and interested in social relationships
  • counsellors, mediators
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16
Q

Power motivation

A
  • wanting to have impact and influence
  • Greta very high on this
  • managers, clergy
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17
Q

Lifetime prevalence of depressive disorders

A

17%

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18
Q

Lifetime prevalence of anxiety disorders

A

29%

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19
Q

Lifetime prevalence of substance use disorders

A

35%

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20
Q

Age of onset of McAdams layers of personality

A
  • Actor: birth
  • Agent: 6y
  • Author: 16y
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21
Q

Greta Thunberg stage 2 (Agent)

A
  • high power motivation
  • seems like Greta skipped to Generativity stage (concern that she is her parents’ puppet and is therefore foreclosed)
  • life story is kinda messianic (“I’m gonna save the world”)
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22
Q

Erikson’s 8 Stages of Psychosocial Development

A

0-18mo: Trust vs. Mistrust
18mo-3t: Autonomy vs. Shame and Doubt
3-5y: Initiative vs. Guilt
5-13y: Industry (competence) vs. Inferiority
13-21y: Identity vs. Role confusion (need to explore and make commitments)
21-39y: Intimacy vs. Isolation
40-65y: Generativity vs. Stagnation
65y+: Ego integrity vs. Despair

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23
Q

According to David McClelland, what is the first and most important thing to consider when thinking about someone’s personality?

A

Motives!

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24
Q

We feel best about ourselves and our lives when the important goals we are pursuing are _______

A

…more related to the motive we’re highest on

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25
Q

Ordinary People movie trailer

A
  • boy who tried to commit suicide after brother dies
  • forced to go to therapy
  • wants to feel more ‘in control’
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26
Q

Why didn’t Koestner become a clinician

A
  • right trait (A), right schema, right values
  • not right motive
  • low social vitality was a problem
  • because he can’t ask open-ended questions
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27
Q

McClelland’s arguments against theory that “personality doesn’t matter that much”

A
  • need to look at variance accounted for by groups of traits, not just one
  • personality accounts for more of life outcomes when you look at it more broadly!
  • multiple correlation comes out at .5 or .6 (vs .2 for one trait)
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28
Q

Koestner study on CEGEP students and STEM path

A
  • for children of immigrants, only way to get out of doing science was being really bad at it
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29
Q

Trait profile to succeed as a clinician (and enjoy doing it!)

A
  • intimacy/affiliation motivation
  • power motivation (having an impact)
  • agreeableness (therapeutic alliance)
  • social vitality part of E
  • it’s okay to be neurotic
  • high on Universalism and Benevolence values
  • schema: optimism or positive expectancies
  • interpersonal emotional skills (like test w pictures of eyes where you have to identify the emotion)
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30
Q

4 categories of fundamental values

A
  • Self-Transcendence
  • Conservation
  • Self-Enhancement
  • Openness to Change
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31
Q

Fundamental values: Self-Transcendence

A
  • universalism
  • benevolence
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32
Q

Fundamental values: Conservation

A
  • conformity
  • tradition
  • security
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33
Q

Fundamental values: Self-Enhancement

A
  • achievement
  • power
  • hedonism (also goes into openness)
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34
Q

Fundamental values: Openness to Change

A
  • hedonism (also goes into self-enhancement)
  • stimulation
  • self-direction
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35
Q

10 fundamental values

A

Self-Transcendence
- Universalism
- Benevolence
Conservation
- Conformity
- Tradition
- Security
Self-Enhancement
- Achievement
- Power
- Hedonism (also goes into Openness)
Openness to Change
- Stimulation
- Self-Direction

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36
Q

Koestner’s top fundamental values

A
  • benevolence and universalism (self-transcendence)
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37
Q

Fundamental values scale
(culture? politics?)

A
  • 50 item quiz
  • 10 fundamental values found through factor analysis
  • same across cultures
  • highly predictive of political positions
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38
Q

Schemas (and what schemas did McClelland focus on?)

A
  • beliefs or worldviews
  • McClelland focussed on optimism and positive expectancies
  • locus of control: you think there will be a relation between your behavior and outcomes
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39
Q

Picture Story exercise

A
  • way to assess motives
  • show people an everyday scene and ask them to tell a story with a beginning, middle, and end
  • code for thematic content in 6 stories
  • no correlation with how people describe themselves on traits
  • no correlation w self-reports
  • if you ask for 10 goals/strivings r is about .4 (in Koestner’s studies he only asks for 4 stories)
  • implicit motives more predictive of career success
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40
Q

People high on power motivation are more likely to be leaders if they’re also ______ on the trait of _______

A

HIGH on the trait of SOCIAL ASSERTIVENESS

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41
Q

Motives tell us ____ a person does what they do. Traits tell us _____ they do it.

A

WHY, HOW

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42
Q

German study on sports participation and motives

A
  • recruited ppl who like team sports (sports are achievement rich)
  • undergrads, community adults, tennis pros
  • assessed implicit and self-reported achievement at beginning of season
  • only implicit motive predicted time spent doing sport
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43
Q

According to Koestner, we need to find a career path that fits at least _____ of our ____, ____, ____, ____ and____.

A

…at least 3 of our motives, traits, skills, schemas and values.

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44
Q

Obama and Trump are both high on which kind of motivation

A

Power!

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45
Q

The positive side of high power motivation

A
  • joining volunteer organizations
  • being an effective leader
  • liking being associated w symbols of prestige
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46
Q

The negative side of high power motivation

A
  • more likely to get into fights, drink to excess, be exploitative in their relationships
  • unhappy marriages/divorce (often bc of infidelity)
  • selfish behaviors
  • linked to lower SES
  • linked to poor activity inhibition (mitigating impulses
  • more common for men (obvi) BUT if they get responsibility training they don’t show this maladaptive power motivation
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47
Q

Story about high power motivation and Koestner’s daughter’s school

A
  • mom took action bc school had terrible crossing guard, eventually had whole intersection redone
  • same mom organized to replace bad science teacher, planned a big school dance
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48
Q

Affiliation vs. Intimacy motive

A
  • affiliative motive is worry ab others liking you
  • if you’re low on this you’re a better leader bc you can delegate, tell ppl what to do
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49
Q

Motivational profile of a good leader

A
  • high nPow
  • low nAff
  • high activity inhibition
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50
Q

Michael Scott motive profile

A
  • very high nAff (bad for leaders)
  • very low capacity for inhibition (bad leader)
  • might be high on nAch
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51
Q

Study on leadership motive profile at AT&T and the Navy

A
  • all men
  • longitudinal study over 20y
  • 25% of leaders had profile
  • they were the ones who moved up executive ladder!
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52
Q

Obama motive profile

A
  • highest nPow vs 6 other democratic candidates
  • moderate nAch, low nAff
  • high activity inhibition
  • he has the right profile but low E might have limited his success
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53
Q

David Winter’s scoring system for coding speech

A
  • you can code the speeches of politicians and identify their motives and level of activity inhibition
  • codes strong vigorous actions that try to impact others, actions that directly arouse strong emotional states, and concern for reputation/prestige
  • higher nPow associated w higher success as President
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54
Q

David Winters channeling hypothesis

A
  • traits channel and direct the way motives are expressed
  • might need requisite level of E to work towards our goals
  • worried Obama was too introverted to be a good President (low E can inhibit expression of nPow) (introversion inhibition hypothesis)
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55
Q

Winter study of Radcliffe women

A
  • women’s Harvard
  • measured motives and if they had high-impact careers
  • for extraverts, high nPow meant high-impact career
  • in introverts nPow not expressed clearly
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56
Q

Trump motive profile

A
  • high nPow
  • high nAch
  • high nAff
  • no activity inhibition
  • kinda like Michael Scott, will say what audience wants to hear (even if they’re racists)
  • does NOT have socialized form of nPow
  • leads to divisiveness of country and corruption
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57
Q

Zelensky’s motive profile

A
  • stood up to Trump blackmailing him (we will give you missiles if you say Joe Biden’s son is under investigation in the Ukraine)
  • gave lots of really inspiring speeches
  • did improv/acting, probably high in nPow
  • does have good leadership profile
  • AND moral courage!
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58
Q

The people who are most likely to struggle with identity are _____

A

young adults! (not middle aged people)

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59
Q

Erikson’s Psychosocial Stages general info

A
  • reformulation of Freud’s theories
  • each stage is a social task/challenge to be resolved
  • identity is the critical stage
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60
Q

Erikson’s 8 stages

A
  1. Trust (0-1y)
  2. Autonomy (2-3y): become willful; important how parents negotiate allowing autonomy but also having some structure
  3. Initiative (4-5y): autonomy goes further
  4. Industry (6-16ish): are we good? (skills and morals)
  5. Identity (16-22++): question self and future
  6. Intimacy (YA)
  7. Generativity (midlife): leaving a mark
  8. Integrity (old age): was life worth living
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61
Q

Koestner’s identity crisis at age 18

A
  • knew his identity wasn’t forming well so wanted to move away for uni
  • got a scholarship to Colgate, but mom asked him to stay so he went to Columbia
  • hated it; had to work bc less scholarship money
  • worked at Macy’s in basement food emporium
  • made friends but they all wanted to help change him
  • Alex: said he couldn’t listen to broadway anymore, made him a playlist of cool music
  • Margaret Feeny: asked to go shopping with him (he dressed like Dwight); so he started buying his own clothes
  • John Rivera: tough, confident; brought Rich to Taekwando class, he hated the class and hid his Gee (white outfit) in his desk
  • mom found Gee a year later and thought he was joining the Moonies (cult religion famous for brainwashing and giant marriage ceremonies)
  • if your parents think you’d fall for something like this, it’s likely you haven’t figured out your identity
  • moved away so he could develop an identity
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62
Q

James Marcia and identity status assessment

A
  • developed way to see what status young people have achieved
  • identity is 2 steps: exploring and making commitments
  • set of semi-structured Qs allow trained individual to judge whether a young adult has achieved a clear identity or not
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63
Q

Identity Achievement

A
  • 21%
  • exploration and commitment
  • trust themselves, able to explain their choices, view parents in balanced way
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64
Q

Identity diffusion

A
  • 24%
  • no exploration, no commitment
  • isolated, alienated, not highly motivated
  • no attachment to parents
  • engage in a lot of fantasy/withdrawal
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65
Q

Moratorium

A
  • 27%
  • exploring but not making commitments
  • preoccupied and struggling, marked ambivalence toward parents
  • higher N, lower social confidence/assertiveness
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66
Q

Foreclosure

A
  • 28%
  • no exploring but made a commitment
  • often bc of family
  • goal-directed, very close to family, choose similar friends, self-confident
  • if life events disrupt stability they struggle to recover
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67
Q

Vulnerability of those who are diffused or foreclosed

A
  • don’t handle stress well
  • difficulty with intimacy
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68
Q

Criticisms of Marcia and Erikson

A
  • not all of us grow up in families where we’re encouraged to explore
  • they would say there’s a psychological cost to that and many will end up foreclosed
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69
Q

Hikikomori

A
  • occurs in Japan in later years of HS (esp boys)
  • socially withdraw and live in their room
  • 1-2% of adolescents in Japan
  • identity diffusion!
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70
Q

Example of family friend who was foreclosed

A
  • wanted to be a doctor
  • didn’t get into med school
  • applied again after undergrad, only got in in Greece
  • spent 3y there, got an internship
  • didn’t go well, got kicked out of school
  • a year later still struggling and doesn’t know what to do
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71
Q

Spiderman and identity status

A
  • probably foreclosed
  • wanted to be a scientist, getting powers challenged this, he went into a depression
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72
Q

Study on self-esteem and identity status

A
  • made students take ambiguous test, gave fake feedback (either 40th percentile or 90th)
  • in achieved and moratorium, self esteem wasn’t too affected
  • foreclosed and diffuse swung wildly based on feedback
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73
Q

Intimacy status (what it is + 4 categories)

A
  • depth of relationships; commitment
  • isolate: no depth, no commitment (Sheldon Cooper before he met Leonard)
  • stereotyped: lot of relationships but no depth (Seinfeld characters)
  • pre-intimate: some depth but no commitment to a single partner (FRIENDS)
  • intimate: commitment and mutuality (Jim and Pam)
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74
Q

Generativity definition

A
  • adult’s concern for and commitment to the well-being of youth and future generations
  • spans from 35-70
  • non generative individuals experience self-absorption, stagnation, and impoverished interpersonal relations
  • dynamic tension between generativity and stagnation!
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75
Q

Virtues/strengths we get from resolving Erikson’s stages

A
  1. Trust – hope
  2. Autonomy – will
  3. Initiative – purpose
  4. Industry – competence and self-esteem
  5. Identity – fidelity
  6. Intimacy – love
  7. Generativity – care
  8. Integrity – wisdom
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76
Q

Study on identity status and intimacy status

A
  • at higher levels of identity status, more likely to have higher level of intimacy status
  • low levels also highly correlated
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77
Q

Win Win movie trailer

A
  • Paul Giamatti plays middle aged lawyer who’s very stressed and is taking care of a lot of people
  • takes on too much
  • captures struggle of midlife
78
Q

Marcia’s category model for generativity

A
  • asks about work and community activities
  • codes for evidence of deep involvement/concern for growth of others AND scope of concern/involvement
  • should go beyond just your own children
  • 4 quadrants (shallow/deep involvement and narrow/wide scope)
  • stagnant: shallow + narrow
  • conventional: deep + narrow
  • pseudo-generative: shallow + wide
  • generative: deep + wide
79
Q

Tableau vivant and other examples of generativity vs. stagnation

A
  • Koestner was mostly involved w his own daughter, less other kids
  • HS best friend Tony got in touch, was much more generative (took students on trips every year, made tableau vivant with community)
  • Koestner asked to be involved in church but said no, “failure to rise to the occasion”
  • became more generative in pandemic w community work
  • Tony would score 99th percentile, Richard 50th, his brother less (dropped coaching job as soon as son changed teams)
80
Q

McAdams model of generativity

A
  • 3 components: generative concerns (values), generative acts, generative strivings
  • relate to level 2 of personality
  • 3 components correlate about r= .40
81
Q

Lekes et al. 2015 study on generativity strivings and well-being in young and middle adults

A
  • followed ppl for a year to see if level of identity and generativity predicted well-being outcomes
  • generativity positively related to well-being for midlife adults but not young adults
    well-being payoff for making progress on set of issues within your current stage!
82
Q

Hart et al. 2001 study on generativity and social activities

A
  • student of McAdams
  • studied 250 community adults (white and Black)
  • in both samples, generativity ass. w wider friend network, providing more social support in community, and having greater relationship satisfaction
  • greater involvement in church activities only significant in African American sample
83
Q

Generativity and parenting

A
  • generative parents more involved in schooling, don’t only volunteer when it involves their own kid
  • generative parents have right balance of responsiveness and supporting autonomy w providing structures/expectations
84
Q

Peterson 2006 study on generative parents and college age children

A
  • measured Big 5 trait change over 4y in students
  • if you have generative parents you’re more likely to show a marked improvement in A and C (thought to reflect social maturity)
  • also became more comfortable and happier at uni over the 4 years if parents highly generative
85
Q

Successful aging

A
  • social connectedness and physical activity are really important
  • social connectedness that involves generativity especially important
86
Q

Peterson & Duncan 2007 Prospective Study of Generativity

A
  • McAdam’s students
  • longitudinal design
  • 100 50yo women for 10y
  • women higher in generativity increased in life satisfaction, less concern ab aging, less confusion ab identity, and positive personality development (increase in A+O, decrease in N)
87
Q

Gruenwald et al. 2022 Generativity in Midlife and Successful Aging

A
  • 2000 US 60yo
  • sidenote: 25% of ppl die between 60-70; another 25% develop serious impairment
  • the more generative you are at 60, the less likely you are to die or suffer from serious impairment in next 10 years
  • replicated in Japan and France
88
Q

At level 2, it seems like ______ may be more significant than the traits

A

family influences!
- true for attachment and autonomy

89
Q

Hazen & Shaver personality scale for attachment in relationships

A
  • worst personality scale ever developed
  • gives 3 descriptions of a romantic relationship and asks which suits you best
  • 60% secure, 25% avoidant, 15% dependent
  • even though it’s a bad measure it can predict stability/quality of relationship
90
Q

Shaver 2006 meta-analysis of attachment and Big 5

A
  • 14 studies
  • more securely attached more likely to have low N, high E (esp. social dominance), and high A
  • anxious attachment ass. w high N
  • avoidant attachment ass. w low E and low A
  • moderate correlations (.2-.3) so significant
  • adding attachment style to traits in statistical model significantly predicts more relationship outcomes
  • attachment predicts over and above Big 5!
91
Q

John Bowlby’s grand theory

A
  • attachment is a complex, instinctually guided behavioral system that functions predominantly to protect humans (evolutionary purpose!)
  • secondary function: emotion regulation
92
Q

9-12 month transition in attachment

A
  • child suddenly becomes nervous and scared when strangers approach (this is adaptive)
  • requires that attachment figure responds to calm child down
  • in secure attachment, the child calms down when mother comes back
93
Q

Internal working models

A
  • secure attachment: trust, exploration, base
  • insecure: distrust, anxiety, pessimism
94
Q

Mary Ainsworth

A
  • developed strange situation to look at attachment
  • % of secure/insecure 12-18mo similar to what we find in adult romantic relationships
  • disorganized pattern: rare, child responds unpredictably, associated w neglect or abuse
95
Q

Insecure attachment at 18mo predicts: (+stability)

A
  • difficulty in preschool
  • difficulty in early childhood
  • difficulties in social competence and exploration
  • can change (stability is .3-.4)
96
Q

Role of parenting in attachment

A
  • consistent, sensitive, responsive parenting in first 3m associated w secure attachment at 9-12m
97
Q

Harry Harlow attachment experiments

A
  • took monkeys away from moms and gave them the choice of spending time being fed by a bottle by a metal coil mom vs. a furry artificial mom where no milk was provided
  • monkeys spent all their time w comfort mom and would go feed quickly and come back
  • clear preference for warmer more secure option
98
Q

Srouffe study on infant attachment and social functioning at age 5

A
  • kids securely attached at 15m more likely to show social competence in relationships at age 5
99
Q

Simpson et al. 2007 longitudinal study on attachment (+ key strength of the study)

A
  • prospective longitudinal design; no self-report
  • looked at attachment in infancy, early grade school, high school, and at age 23
  • attachment at 18mo and 23y significant (0.2)
  • can build a path model with this data
  • strongest link with next challenge in social development
  • ran twin studies, confirmed that secure attachment is more ab parenting than ab child’s traits
100
Q

Minnesota Longitudinal Study of Risk & Adaptation

A
  • studied children of first-time moms living below poverty line
  • 48% teens, 65% single, 42% no HS education
  • wanted to see if early attachment would be associated w Big 5 traits at age 32
  • significant positive correlation between early secure attachment and level of A and C (social maturity), and lower N
  • clear evidence that secure early attachment is associated w adaptive social, motivational, and affective regulation
101
Q

Over time, attachment is ______

A

significantly stable (r= .3)
- 75% chance of finding securely attached partner
- more likely to have secure attachment w own children if we were securely attached

102
Q

Love Actually

A
  • can see different attachment styles
  • almost all shown are secure
103
Q

2 types of autonomy

A

reactive and reflective

104
Q

Self-determination theory

A
  • 3 basic psychological needs: autonomy, relatedness, competence (ARC!)
  • most empirically supported motivational theory
  • the ARC of our life is impacted by whether our need for autonomy, relatedness, and competence is satisfied or thwarted
  • only theory that highlights autonomy
105
Q

Race Track story

A
  • friend John Dugan in grad school
  • took Koestner to horse race track
  • could use data to bet on horses
  • first race bet same as John, won 80$
  • went monthly with John; John won a lot but Koestner didn’t bc he refused to bet on same horse as John
  • not autonomous, pretty stupid
  • BUT had something to do with being self-reliant, independent, and willful (autonomy is not the same)
106
Q

Defining autonomy via self-determination theory

A
  • reflective process
  • Deci & Ryan: behave w a sense of volition, willingness, and congruence
  • we orient towards autonomy (don’t like being controlled/doing something bc we feel we should)
  • ex if you reward someone to do something they love their interest fades
107
Q

The general causality orientation scale

A
  • individual difference measure on autonomy vs. control
  • give 12 vignettes/situations and ask how likely you’d be to do different thoughts/feelings/actions (rate each of 3 options on 1-7 scale)
  • can see if you’re generally autonomous, controlled, or impersonal
  • scale has good reliability
108
Q

Autonomous orientation

A
  • from general causality orientation scale
  • initiate and regulate behavior volitionally
  • mindful and aware of needs, emotions, and goals
109
Q

Controlled orientation

A
  • from general causality orientation scale
  • behavior initiated and regulated by controls in environment (reward, internally controlling imperatives)
  • pressure to act, think, or feel in a specified manner
  • go-to move at school!
110
Q

Impersonal orientation

A
  • from general causality orientation scale
  • unable to make things happen the way you want (external locus of control)
  • respond in a helpless way (eg I’m probably not up for the task)
111
Q

Koestner story on motivation seminar

A
  • in first year of teaching ran seminar (15 students)
  • 10/15 control oriented (kept checking in on what he wanted and how it would be graded)
  • 2 were autonomous: Sabrina (sesame street) and guy (Calvin and Hobbes cartoon)
  • 3 were impersonal/helpless (started too late)
112
Q

Findings based on general causality orientation scale - benefits of high autonomy

A
  • higher autonomy ass. w greater optimism and higher psych. adjustment in pursuing goals (and initiative/persistence)
  • high autonomy are more integrated in behavior
  • in high autonomy, implicit and self-reported motives significantly correlated
113
Q

Henry Murray and autonomy

A
  • founder of modern personality psychology
  • defined autonomy as resisting influence/coercion, defying authority, and striving for independence
  • definition used by Adjective Checklist (self-report, wanted to assess motives, has autonomy scale)
114
Q

Reactive/independent form of autonomy (Murray)

A
  • resistant to hypnotism
  • don’t like cooperation/collaboration
  • lack persistence
  • maladaptive outcomes!)
115
Q

Ryan definition of autonomy

A
  • no one can live without external influences
  • issue is whether following them reflects obedience/coercion or reflective valuing
  • true autonomy means consulting your own interests AND listening to those around you
116
Q

Correlation between reactive autonomy and collaborative autonomy

A
  • none!
  • high reactive ppl also high on control
  • men more likely to be reactive, women collaborative
117
Q

Autonomy and Big 5 traits

A
  • reflective autonomy unrelated (so it’s level 2!)
  • reactive autonomy: high E (social dominance), high O (Koestner doesn’t know why), very low A – kinda like narcissism (me vs we autonomy)
118
Q

Koestner study of autonomy and quality of social interactions

A
  • tracked any interaction over 10mins for a week
  • high reflective autonomy have better peer interactions (more disclosure and honesty)
  • high reactive autonomy bothered by interactions w authority figures
119
Q

Koestner Race Track Study

A
  • gave undergrads 6$ to bet on 3 races (2$ each)
  • gave data from last 3 races and taught them how to use info to place bets
  • gave two groups handicapper’s picks (expert predictions); some experts were credible, some not
  • high reflective followed experts (and won more $)
  • reactive followed non-credible experts only
120
Q

Koestner COVID vaccination survey

A
  • did big survey in Southern US
  • 3-wave prospective longitudinal study in QC
  • measured 2 forms of autonomy (me vs we)
  • high reflective use credible info sources
  • high reactive use “own research” (social media)
  • reflective want to follow guidelines, reactive don’t
  • suggests it’s more adaptive to include others in our understanding of autonomy!
121
Q

According to McAdams, the most individuating aspect of our personality is ______

A

the life story!

122
Q

Narrative identity definition (McAdams)

A
  • internalized and evolving story of the self that a person consciously and unconsciously constructs to bind together the many aspects of the self
  • humans are by nature storytellers!
123
Q

The basics of a story

A
  • set in a time and a place
  • expected to have a beginning, middle, and end
  • should evoke suspense and curiosity
  • involve characters who act on their beliefs and desires over time
  • should be some kind of barrier or challenge
124
Q

Amish woman example

A
  • turned 12 and had to stop going to school
  • left her community at 19-20
  • mom eventually came to get her but she left again and got married in Burlington Vermont
125
Q

According to McAdams, constructing an identity through a life story is a ______________ phenomenon

A

modern, mostly western, and developmental
(100-200+ years ago life was scripted for us)

126
Q

Neurobiology and autobiographical memories

A
  • most skillful and nimble in accessing and integrating autobiographical memories from 20-22
127
Q

Special contribution of the life narrative in personality

A
  • allows us to integrate various aspects of personality and historical periods in our lives
128
Q

McAdams says facts aren’t as important as ______

A

the meaning we attribute to them
(we color and shade our life story!)

129
Q

McAdams preemie birth

A
  • dad told him story at age 8
  • doctor told his dad there was a 50/50 chance baby would survive
  • has always been cautious and responsible and worried about things going wrong (thinks its bc of preemie birth)
  • when he was 50 he learned he was actually born late
  • shows that facts don’t rly matter, meaning does
130
Q

Koestner Sister Julia example

A
  • remembered her as rly hot (not true)
  • also made up story that she left and married a priest
  • example of distorting things for life story
131
Q

Mark Baldwin story

A
  • would tell story ab losing 5th grade spelling bee
  • at age 40 realized he had stolen story from brother
  • the fact he chose a story where he lost probably says something about the kind of story he’s writing with his life
132
Q

Creating a life story is a ____ process

A

recursive
(we relate to others by telling stories, if they go over well we incorporate them into life story)

133
Q

Developmental milestones in narrative identity

A

2-3y: start to form basic memories
3-4y: theory of mind (need to be able to understand story characters as agents)
5-6y: story grammar
10-14y: cultural scripts (menu of possibilities)
12-25y: autobiographical reasoning and advanced storytelling skills

134
Q

Although our young adult years are ___% of our lifespan, they’re about ___% of our autobiographical narrative

A

15%, 60%

135
Q

Reminiscence bump

A
  • remember more from late teens and young adult years than any other period
136
Q

Life story study w 50yo (2008)

A
  • list 20 “I am” statements
  • pick 3 and generate 10 memories for each
  • mean age was 23
137
Q

North American vs. Asian life stories

A
  • NAs have detailed childhood memories that are very “me” focused, show how we are unique
  • asians start w parents and grandparents, more aware of previous generations; theme of learning to be better
138
Q

2 psychological functions of the life story

A
  • gives life meaning and purpose
  • provides unity to our experiences
139
Q

Big 5 traits and telling the life story

A
  • high C: perseverance, achievement, successes
  • high A: joy, social connections/gatherings
  • high N: more negative affect
  • high O: complex, multiple plots, more coherent

our traits make us more likely to have certain types of experiences AND more likely to remember them and incorporate them into the life story

140
Q

McAdams - types of life story plots

A
  • redemptive (best)
  • contamination: everything is going well and then something ruins it (more frequent in high N ppl)
141
Q

Big 3 motives and life stories

A
  • nAch: trying to achieve excellence, succeeding
  • nPow: impact you’ve had
  • nAff/Int: closeness and relationships
142
Q

Attachment and life stories

A

more securely attached –> more optimistic story

143
Q

Autonomy and the life story

A
  • how much you’re engaging in your own story
  • nAch, autonomy, and nPow all link to AGENCY
  • agency associated w better well-being
144
Q

McAdams’ life story method

A
  • get ppl to spend 2h engaging in autobiographical reminiscences
  • often ask ppl to break story into chapters
  • can ask about key episodes, life challenges, main characters, future plot, ideology, life theme
145
Q

Key features of a life story

A
  • genre
  • ideological setting
  • themes
  • characters
  • imagery
146
Q

Trailer for Brooklyn

A
  • Irish girl who immigrates to Brooklyn in 1950
  • thought his mom would love it but she said that girl had it too easy (bc she spoke English, had a boarding house and good job, had a priest looking out for her)
147
Q

Koestner’s mom’s life story

A
  • escaped from Nazi youth camp at age 7 (Koestner doesn’t think this is credible) – highly agentic story
  • met husband, “bewitched him” – attributes power to herself
  • quit bad job, husband left but then came to win her back
  • themes of agency and survival; fighting against the odds; recurrent guardian angels
148
Q

Two basic themes of life stories

A
  • Agency: individual accomplishments, ability to control one’s life
  • Communion: interpersonal connections
  • mom’s story is high agency and low communion
149
Q

Qualities of a good life story

A
  • coherence (causal, thematic, characters)
  • openness
  • credibility (verisimilitude)
  • differentiation (not same story over and over again)
  • reconciliation (key conflicts)
150
Q

______ could be a common factor that accounts for finding that many different kinds of therapy are successful

A

the opportunity to narrate your life story

151
Q

3 common factors in helpful therapy

A
  • therapeutic alliance
  • autonomous motivation
  • narrative disclosure
152
Q

Adler study on narrative and psychotherapy (and ego dev)

A
  • 50 therapy patients followed over 12 sessions
  • full life narrative interview at start
  • every week wrote ab how life was changing
  • assessed ego development (complete sentences like “change is _____” and gets coded)
  • agency themes most related to reducing psychological problems
  • coherence related to ego development
  • N reduced over course of therapy
153
Q

Koestner concerns ab Life Narrative Method

A
  • takes too long to elicit and transcribe life narratives
  • many ppl aren’t prepared to tell their life story
  • sometimes hard to code for themes
  • instead we can ask for a few self-defining memories and tap into network of associated memories
154
Q

Self-defining memories

A
  • emotionally intense event that link to personal issue prompts a script
  • defines you in some way
155
Q

Fred Philippe UQAM study 1 - memories and well-being (+ stats, nAch, nPow)

A
  • asks about defining memories and then asks for connected memories
  • codes memories for how needs satisfying vs needs frustrating they are
  • hierarchical multiple regression
  • valence (pos or neg) has effect on well-being
  • achievement memories pos related to well-being, power memories neg related
  • after controlling for things, need satisfaction still has highly significant effect on well-being
156
Q

Fred Philippe UQAM study 2

A

Redid study w coders so no self-report bias
- C pos ass. well-being, N neg ass.
- controlled for need satisfaction in everyday life
- need satisfaction in self defining memory had incremental predictive usefulness for well-being

157
Q

Fred Philippe UQAM study 3

A
  • study of uni students over a semester
  • need satisfaction in self defining memory significantly positively related to change in well-being
158
Q

Fred Philippe UQAM research on burnout

A
  • when more work-related memories are need satisfying there is more resistance to burnout over time
159
Q

Fred Philippe UQAM research on holiday memories

A
  • best memory from winter holidays predicts well being a month or two later
160
Q

Fred Philippe UQAM research on relationships

A
  • if people have need satisfying memory in relationship, more likely to increase in RQ and not break up
161
Q

Fred Philippe UQAM research on emotion regulation (2 types)

A
  • integrative emotion regulation: learning from negative emotions (more accepting of negative events and better at maintaining well-being over time)
  • dysregulation of emotion: negative emotions impact thoughts and behavior
162
Q

Hedonic & Eudaimonic well-being

A
  • Hedonic: maximize positive experiences, subjective well-being
  • Eudaimonic: Aristotle thought this was more important, living in accord w your true self, psychological well-being
163
Q

Neil Pasricha - The Happiness Equation (and his traits/motives)

A
  • hedonic well-being
  • high A, high E, high nPow
164
Q

Stability of hedonic well-being

A

very high! (we have a set point)
- others can see it accurately too
- highly heritable

165
Q

Diener subject life satisfaction scale

A
  • 5 items on 1-7 Likert scale
  • most ppl are pretty high, there’s a normal distribution
  • measures hedonic well-being
  • high scores ass. w high E and low N
166
Q

3 important suggestions from the happiness equation

A
  • 10mins writing ab good things from day
  • 10mins meditation each day
  • random act of kindness each day
167
Q

Sources of hedonic well-being

A
  • high E low N
  • married ppl are higher (esp men)
  • unemployed are lower
  • for most SLEs we are back to set point within 6m
168
Q

Emmons studies on well-being and luck

A
  • 40 wheelchair bound and 40 matched controls
  • no differences in hedonic well-being
  • also found winning lottery has slightly neg effect
169
Q

U-bend of hedonic well-being

A
  • downward trend from 20-46, then goes up
  • stress highest in 20s
  • worry highest in 30s
  • sadness highest in 40s
  • anger goes down after 20s
170
Q

Measurement of eudaimonic well-being

A
  • purpose, meaning, & self-actualization
  • maturity or ego development
171
Q

Self-Actualization scale (+ corr. w hedonic wb)

A
  • measures eudaimonic well-being
  • self-report; 1-7 agree/disagree
  • whether your life is purposeful and has meaning
  • acceptance, authenticity, purpose, efficient perception of reality
  • correlates .7 or .8 w hedonic well-being
172
Q

Sentence completion task for ego development

A
  • Jane Loevinger, 1960s but still used
  • 36 item projective test
  • code responses to determine level ( /7)
  • 40% of us are at level 4 (conscientious)
  • ppl who score high fucntion better in the world
  • only small correlation w hedonic
173
Q

Laura King divorce study

A
  • women divorced after 20y+
  • focused on lost possible self (high or low elaboration responses)
  • low elaborative decreased less in short term for hedonic (but odes decrease after 2y)
  • high elaborative score much higher eudaimonically
  • so happiness might require avoiding thinking ab loss but maturity requires awareness
174
Q

Distinguishing hedonic and eudaimonic well-being

A
  • high pos correlations if measured in self-report
  • deal with difficult life events differently
175
Q

Ken study on both types of well-being

A
  • can’t change hedonic w-b even if we want to
  • can improve eudaimonic w-b
  • better to focus on eudaimonic
176
Q

Foreclosed status and well-being

A
  • have high hedonic but low eudaimonic
177
Q

Achieved identity status and well-being

A
  • high on both hedonic and eudaimonic
178
Q

Attachment style and well-being

A
  • secure attachment associated w both types
179
Q

Life narrative and well-being

A
  • full complex narrative will include negative stuff so might limit hedonic but is great for eudaimonic
180
Q

According to Koestner, what is the one thing that for many of us changin it would make the biggest difference in our lives?

A

assertiveness/social dominance

181
Q

Pam’s advice in The Office finale

A
  • uses lots of agentic terms (opposite of inhibition)
182
Q

Benefits of social assertiveness (7)

A
  • hedonic well-being
  • self-esteem and social inclusion
  • free trait theory (need assertiveness to push ourselves outside comfort zone)
  • uninhibited expression of motives
  • exploration efforts for identity
  • finding secure attachment relationships
  • making things happen for life story
183
Q

Amy Cuddy and power poses

A
  • power pose associated w giving better job talk
  • power poses raised testosterone and lowered cortisol
  • more likely to gamble after power pose
  • lesson is fake it until you become it
  • not replicable
184
Q

Assertiveness training

A
  • ass w lower levels of depression, anxiety, higher self-esteem, better relationships
  • assertiveness training could be a transdiagnostic intervention
  • part of first wave of CBT (essentially just BT)
  • goal is to help clients verbalize what they want
  • done in a group over 6-8 sessions
185
Q

4 main goals of assertiveness training

A
  • ability to openly communicate ab desires/needs
  • ability to say no
  • ability to communicate openly ab feelings
  • establishing contacts; conversations
186
Q

Key advice for the shy or socially anxious

A
  • just be warm and friendly!
187
Q

3 waves of CBT

A
  • 1: behavioral therapy (rehearsing)
  • 2: focus on cognitions behind inhibition
  • 3: mindfulness and self-awareness
188
Q

Motivation and assertiveness

A
  • if you believe intelligence can be developed, you’ll set more challenging goals and you can grow and change
  • if you believe it’s fixed you avoid challenge
  • also true for personality traits (implicit theories)
  • easiest thing to change is belief that you can change!
189
Q

Beer study on beliefs ab shyness (2002)

A
  • coded how shy students acted in 3 interactions
  • if they have malleable theory thy can feel like someone who’s less shy (BUT come across as just as shy to observers)
190
Q

Lynn Alden research on social anxiety interventions

A
  • socially anxious don’t necessarily avoid situations, just find safety behaviours
  • developed intervention to limit safety behaviours and encourage mastery behaviours
191
Q

Fundamental values: Conservation

A
  • conformity
  • tradition
  • security

PSYC 332 (4 decks)

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