Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Professional Development > Lesson 1 > Flashcards

Lesson 1 Flashcards

1
Q

is the development of the organized pattern of hehaviors and attitudes that makes a pason distinctive.

A

Personality development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

occurs by the ongoing interaction of temperament, character, and environment.

A

Personality development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

is a systematic and continuous attempt to create and promote key work-related penmality traits within you so that you become an effective and efficiunt university administrative officer.

A

Personality development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

is what makes a person a unique person, and it is recognizable soon after birth. A child’s personality lus several components: temperament, environment, and character.

A

Personality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

is the set of genetically determined that determine the child’s approach to the world and how the child learns about the world.

A

Temperament

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

A second component of personality comes from adaptive patterns related to a child’s specific______?

A

Environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

the set of emotional, orgnitive, and behavioral patterns learned from experience that determine how the person think, feels, and behavejutams learned from experience that determines how a person think, feels, and behave.

A

Character

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Learning Basic Trust or Mistrust (Hope) Will nurtured and loved, this stage develops trust and security and a basic optimism.

A

Infancy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

-The second stage occurs during carly childhood, between about 18 months to two years and three to four years of age. It deals with Learning Autonomy or Shame (Will)

A

Toddlerhood

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Well-parented, the child emerges from this stage with sell-confidence, elated with his or her newly frand control. The early part of this stage can also include stonny tantrums, stubbornness, and negativim, depending on the child’s temperament.

A

Toddlerhood

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q
  • The third stage occurs during the “play age,” or the later preschool years from about three to entry into formal school. The developing child goes through Learning Initiative or Guilt (Purpose)
A

Preschool

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

The fourth stage, Learning Industry or Inferiority (Competence), occurs during school age, up to and possilily including junior high school.

A

School age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

The child learns to master moru formal skills:

•relating with peers according to rules

•progressing from free play to play that is structured by rules and requires teamwork (team sports)

•learning basic intellectual skills (reading, arithmetic)

A

School age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

At this stage, the need for self-discipline increases every year. The child who, because of his or her successful passage through carlier stages, in trusting, autonomous, and full of initiative, will quickly learn to be industrious. However, the mistnating child will doubt the future and will foel inferior.

A

School age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

The fifth stage, Leaming Identity or Identity Diffusion (Fidelity), eccurs during adolescence from age 13 or 14. Maturity starts developing during this time; the young person acquires self-certainty as opposed to self-doubt and experiments with different constructive roles rather than adopting a negative identity, such as delinquency.

A

Adolescence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

He characterized human behavior in terms of four temperaments, cach associated with a different bodily fluid, or “humor”

A

Greek physician Hippocrates

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

associated with blood

A

Sanguine or optimistic type

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

with phlegm(slow and lethargic)

A

phlegmatic type

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

associated with with black bile

A

melancholic type

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

with yellow bile

A

choleric (angry) type

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

was determined by the amount of each of the four humors.

A

Individual personality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

remained influential in Western Europe throughout the medieval and Renaissance periods.

A

Hippocrates system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

is the element of oversimplification inherent in placing individuals into a single category, which ignores the fact that every personality represents a unique combination of qualities.

A

A major weakness of Sheldon’s morphological classification system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

He is well-known traits theorist

A

Gordon Allport

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

He proposed that each person has about seven central traits that dominate his or her behavior.

A

Gordon Allport

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

(concerned with the gratification of basic instincts)

A

The ID

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

(which mediates between the demands of the id and the constraints of society),

A

The ego

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

(through which parental and social values are internalized).

A

the superego

29
Q

It emphasizes people’s self-perception and their drive for self-actualization as determinants of personality.

A

phenomonological approach

30
Q

the figure whose name is most closely associated with phenomenological theories of personality, viewed authentic experience of one’s self as the basic component ef growth and wellbeing

A

Carl Rogers

31
Q

(1897) published the results of an experiment on conditioning after originally studying digestion in dogs.

A

Pavlov

32
Q

(1913) launches the behavioral school of psychology, publishing an article, Psychology as the behaviorist views it.

A

Watson

33
Q

conditioned an orphan called Albert B (aka Little Albert) to fear a white rat.

A

Watson and Rayner

34
Q

(1905) formalized the Law of Effect.

A

Thorndike

35
Q

(1936) wrote The Behavior of Organisms and introduced the concepts of operant conditioning and shaping.

A

Skinner

36
Q

(1943) Principles of Behavior was published

A

Clark Hull’s

37
Q

(1948) published Walden two, in which he described a utopian society founded upon behaviorist principles

A

B.F. Skinner

38
Q

Journal of the Experimental Analysis of Behavior began in?

A

1958

39
Q

1959) published his criticism of Skinner’s behaviorism, “Review of Verbal Behavior,”

A

Chomsky

40
Q

publishes a book called the Social Leaning Theory and Personality development which combines both cognitive and behavioral frameworks.

A

Bandura

41
Q

Psychology as the behaviorist views it is a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behavior.

A

Methodological Behaviorism

42
Q

was founded by BF Skinner and agreed with the assumption of nedodological behaviorism that the goal of psychology should be to product and control behavior.

A

Radical Behaviorism

43
Q

is the dynamic organization within the individual of those psychophysical systems that determine his characteristics behaviour and thought” (Allport, 1961, p. 28).

A

Personality

44
Q

“The characteristics or blend of characteristics that make a person unique”

A

(Weinberg & Gould, 1999),

45
Q

assumes that each person has a unique psychological structure and that some traits are possessed by only one person, and that there are times when it is impossible to compare one person with others. It tends to use case studies for information gathering.

A

Idiographic view

46
Q

. This viewpoint sees traits as having the same prychological meaning in everyone.

A

nomothetic view

47
Q

depends on the interplay of instinct and environment during the first five years of life. Parental behaviour is crucial to normal and abnormal development

A

Personality development

48
Q

in adulthood can usually be traced back to the first five years.

A

Personality and mental health problems

49
Q

People-inchading children are basically hedonistic they are driven to seek pleasure by gratifying the ld’s desires (Freud, 1920). Sources of pleasure are determined by the location of the libido (life-force)

A

Psychosexual Development

50
Q

(also known a the psyche),

A

superego

51
Q

is the primitive and instinctive component of personality

A

Id

52
Q

It consists of all the inherited (i.e, biological) components of personality, including the sex (life) instinct- Eros (which contains the libido), and aggressive (death) instinct

A

ID

53
Q

develops in order to mediate between the unrealistic id and the external real world (like a refiree). It is the decision-making component of personality.

A

ego

54
Q

operates according to the reality principle, working our realistic ways of satisfying the id’s demands, often compromising or postponing satisfaction to avoid negative consequences of society.

A

ego

55
Q

considers social realities and norms, etiquette and rules in deciding how to behave

A

ego

56
Q

incorporates the values and morala of society which are learned from one’s parents and others. It is similar to a coscience, which can punish the ego through causing feelings of guilt.

A

superego

57
Q

This approach assumes behavior is determined by relatively stable traits which are the fundamental units of one’s personality

A

Trait Approach to Personality

58
Q

proposed a theory of personality based on biological factors, arguing that individuals inherit a type of nervous system that affects their ability to learn and adapt to the environment

A

Eysenck’s Personality Theory

59
Q

are sociable and crave excitement and change, and thus can become bored casily. They tend to be carefree, optimistic and impulsive

A

Extraverts

60
Q

on the other hand lie at the other end of this scale, being quiet and reserved. They are already over-aroused and shun sensation and stimulation.

A

Introverts

61
Q

is crucial to normal and abnormal development

A

Parental behaviour

62
Q

is determined by the reactivity of their sympathetic nervous system. A stable person’s uves system will generally be less reactive to stressdial situations, remaining calm and loved headed

A

Neuroticism

63
Q

lacking in empathy, cruel, a loner, aggressive and troublesome. This has been riclated to high levels of testosterone.

A

Psychoticism

64
Q

lacking in empathy, cruel, a loner, aggressive and troublesome. This has been riclated to high levels of testosterone.

A

Psychoticism

65
Q

Cattell (1965) disagreed with Eysenck’s view that personality can be understood by looking at only two or three dimensions of behaviour.

A

Cattelf’s 16PF Trait Theory

66
Q

Cattell (1965) disagreed with Eysenck’s view that personality can be understood by looking at only two or three dimensions of behaviour.

A

Cattelf’s 16PF Trait Theory

67
Q

emphasizes the uniqueness of the individual and the internal cognitive and motivational processes that influence behaviour. For example, intelligence, temperament, habits, skills, attitudes, and traits.

A

Allport’s Trait Theory

68
Q

proposed that prejudice is the results of an individual’s personality type. They piloted and developed a questionnaire, which they called the F-scale (F for fascism).

A

Authoritarian Personality

Professional Development (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions