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PSYCO 333 > M1 > Flashcards

M1 Flashcards

1
Q

What is personality psychology?

A

The individual characteristic patterns of thought, emotions, and behaviour together with the psychological mechanisms – hidden or not – behind those patterns

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2
Q

When thinking of personality, we tend to think of it as:

A
  • individualized
  • consistent
  • core of the person (not situation-based)
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3
Q

Psychological triad

A

how people feel, think, and behave

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4
Q

Goals of Personality Psychology

A
  • primary: assemble an integrated view of whole functioning individuals in their daily environments (impossible goal)
  • ‘basic approaches’
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5
Q

Basic approaches in Personality Psychology

A
  • Trait approach: conceptualization of indiv. difference, measurement/consequences of indiv. differences, personality development/change
  • Biological approach: anatomy/physiology, genetics, evolution
  • Psychoanalytic approach: unconscious minds, internal mental conflict
  • Phenomenological approach: free will, humanistic psychology, cross-cultural psychology
  • Learning and cognitive approaches: behaviourism, social learning theory, cognitive personality psychology
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6
Q

S Data

A

Self-report

  • easiest method; simply ask someone about themselves
  • usually done through questionnaires
  • high face validity (know what it’s measuring on the surface)
  • most common basis for assessment
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7
Q

Advantages of S data

A
  • large amount of info
  • access to thoughts, feelings, intentions
  • definitional truth
  • causal force (self-verification)
  • simple and easy
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8
Q

Disadvantages of S data

A
  • maybe they won’t tell you
  • maybe they can’t tell you (fish-and-water effect)
  • too simple and too easy
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9
Q

I Data

A

Informant-Report

  • gathering info from other people
  • judgemental, subjectively, and irreducibly human
  • used in many everyday situations, not just psychology
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10
Q

Advantages of I Data

A
  • large amount of info
  • real-world basis
  • common sense
  • some I data are true by definition
  • causal force (expectancy/behavioural confirmation)
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11
Q

Disadvantages of I Data

A
  • limited behavioural info (people are limited to the experiences they have with target person)
  • lack of access to private experience
  • error (memory)
  • bias
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12
Q

L Data

A

Life Outcomes

  • verifiable, concrete, real-life facts that may hold psychological significance
  • can be collected in numerous ways
  • can be considered ‘residue’ of personality
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13
Q

Advantages of L Data

A
  • objective and verifiable
  • intrinsic importance
  • psychological relevance
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14
Q

Disadvantages of L Data

A
  • multiple determination

- possible lack of psychological relevance

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15
Q

B Data

A

Behavioural Observations

  • info recorded from direct observation
  • participants are found, or put in some sort of situation (testing situation) and directly observed
  • 2 Types: Natural and Laboratory
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16
Q

Natural B Data

A
  • diary, experience-sampling methods, and EAR
  • natural observations
  • realistic but costly
  • some behaviours don’t occur in daily situations
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17
Q

Laboratory B Data

A
  • experiments
  • physiological measures
  • certain personality tests (MMPI, Projective tests like Rorschach and TAT)
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18
Q

Distinction between B and S Data (with regards to personality tests)

A

S data - want to know the answer; direct

B data - want to know how you will answer; must be interpreted

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19
Q

Advantages and Disadvantage of B Data

A

Advantage:

  • wide range of contexts (real and contrived)
  • appearance of objetivity

Disadvantage:
- uncertain interpretation

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20
Q

Behaviouroid

A
  • actual data is a hybrid

- a measure that has participants report what they think they would do under various circumstances

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21
Q

Implicit assessments

A

measuring associations between the sense of self and aspects of personality that are implicit

  • hard to introspect about
  • less susceptible to explicit biases
  • Implicit Asosciation Test (IAT)
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22
Q

Subjective vs Objective

A
  • subjective requires interpretation
  • objective points to a clear understanding

**There is some sort of interpretation in every data; 80 000$ objective yes but we can label as low, average, or high

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23
Q

Studying a particular phenomenon or individual in depth both to understand the particular case and in hopes of discovering general lessons or scientific laws

A

Case study

- provided foundation for many psychologists (especially personality psych)

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24
Q

Advantages of Case Study

A
  • does the topic justice (allows for depth and complexity)
  • can be a source of ideas
  • sometimes is absolutely necessary
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25
Q

Disadvantages of Case Study

A
  • not controlled
  • not generalizable
  • noticed patterns/ideas need to be further tested
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26
Q

A research technique that establishes the relationship (not necessarily causal) between two (or more) variables, by measuring both variables in a sample of participants

A

Correlational design

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27
Q

Regression

A

same thing as correlation but looks at multiple predictors (ex; extraversion and neuroticism and some sort of outcome like general mental well-being)

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28
Q

Predictor variable (x)

A

variable one is using to predict another in a correlation/regression analysis

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29
Q

Criterion variable (y)

A

variable being predicted by another in a correlation/regression analysis

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30
Q

Advantages and Disadvantage of Correlation Design

A

Advantages:

  • can establish a relationship (can make predictions)
  • sometimes the only way to study a specific question (ethics/practicality)

Disadvantage:
- no causation

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31
Q

A research technique that establishes the causal relationship between an independent variable(s) and a dependent variable by randomly assigning participants to experimentally groups characterized by differing levels of the independent variable, and measuring the average of the dependent variable that results in each group

A

Experimental Design

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32
Q

3 necessary components for an experiment:

A
  • there is manipulation
  • there is experimental control
  • there is random assignment
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33
Q

Three conditions needed for causality

A
  • covariance: is there an effect?
  • temporal precedence: IV has to be manipulated BEFORE measuring the DV (cause before effect)
  • internal validity: does the experiment do what we meant for it to do? Did we minimize or eliminate to the best degree we could systematic error or bias? ; won’t be perfect!!! ; are there valid assessments of manipulations, are you controlling for possible alt explanations; making sure people are not influencing participants’ responses unconsciously
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34
Q

Advantages of Experimental Design

A
  • can make causal claims
  • experimental control reduces chance of third-variable problems
  • statistical control can help reduce noise
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35
Q

Disadvantages of Experimental Design

A
  • cannot be absolutely sure exactly what you manipulated
  • levels of IV may not be generalizable to real life (tend to be extreme manipulations)
  • often require deception
  • sometimes not possible
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36
Q

Multifactor study

A

a research technique that examines the effects of multiple predictors, both individually and in combination with each other, on an outcome

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37
Q

Quasi-experimental design (QED)

A

research in which the investigator cannot randomly assign units or participants to conditions, cannot generally control or manipulate the independent variable, and cannot limit the influence of extraneous variables

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38
Q

Interaction

A

when the effect of one independent variable on a DV is affected by an additional variable

  • if lines are going to intersect, you will likely have an interaction
  • flat lines = specific variable has no effect
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39
Q

Null-hypothesis significance testing (NHST)

A

method of statistical inference by which an observation is tested against a hypothesis of no effect or no relationship
- tests against a p-value

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40
Q

p-value

A

probability of finding the observed, or more extreme, results when the null hypothesis of a study question is true
- often set at 0.05

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41
Q

Problems with NHST

A
  • confusing and misrepresented
  • statistical significance does not mean practical significance
  • cutoffs (0.05) are based on tradition
  • p=-values can be sensitive to several factors in the study (ex: # of participants)
  • p-hacking
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42
Q

A number that reflects the degree to which one variable affects, or is related to, another variable

A

Effect size

- ex: correlation coefficients

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43
Q

Practical vs. Statistical Significance

A

main difference = practical significance is how huge or small an effect is .. more important than statistical significance

Ex: I have method to increase your grade guaranteed only costs about 10 000$…is worth the investment? Well how much is it going to increase my grade by? (PRACTICAL significance)

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44
Q

Omnibus personality assessment

A

tries to measure a collection of different personality traits

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45
Q

Examples of Personality tests

A
  • MMPI
  • CPI
  • 16PF
  • NEO PI
  • IAT
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46
Q

Projective tetss

A
  • rooted within a psychoanalytic perspective
  • based on projection theory
  • Rorschach, TAT
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47
Q

Advantages of projective tests

A
  • good for breaking the ice

- some skilled clinicians may be able to use them to get info not captured in other types of tests

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48
Q

Disadvantages of projective tests

A
  • validity evidence is scarce
  • expensive and time-consuming
  • psychologist cannot be sure about what they mean
  • other less expensive tests work as well or better
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49
Q

The Rational Method

A
  • items that seem to be directly, obviously, and rationally related to what is being measured
  • may come from: theory, have participants list their thoughts, experiences, or views on a relevant topic
  • ex: Woodworth’s Personality Data Sheet
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50
Q

Four conditions for validity of the measurement (Rational Method)

A
  1. items need to mean the same thing for participant and researcher
  2. participant must be able to make accurate self-assessment
  3. participant must be willing to give accurate assessment
  4. all items must be valid
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51
Q

Factor analysis

A

a statistical method for finding order amid seeming chaos

- identifies groupings within a list of several items

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52
Q

T or F. Factor analysis usually works very well with rational method in trying to create a more valid measurement

A

T, After rational method -> Conduct factor analysis just to make sure its trying to get at same concept (a double check on theories or expectations)

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53
Q

Uses of Factor Analysis

A
  • reduce list of traits to an essential few

- refine personality tests

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54
Q

Limitations of Factor Analysis

A
  • the quality of information from the factor analysis is limited by the quality of items
  • factors don’t always make sense
  • difficulty and subjectivity of deciding how items are conceptually related
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55
Q

The Empirical Method

A
  • a data-driven approach to test construction
  • basic assumption: certain kinds of people will have distinctive ways of answering questions on personality inventories
    1. gather lots of items
    2. administer items to people already divided into groups
    3. compare the answers of the different groups
  • items may seem absurd or unrelated to personality
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56
Q

Reliability

A

the tendency of an instrument to provide the same comparative information on repeated occasions

  • the less measurement error, the more reliable the measure
  • there will always be some error (obstacles with measure, participant, experimenter, and/or environment)
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57
Q

Measurement error

A

the variation of a number around its true mean due to uncontrolled, essentially random influences (AKA error variance)

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58
Q

Spearman-Brown formula

A

In psychometrics, a mathematical formula that predicts the degree to which the reliability of a test can be improved by adding more items

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59
Q

Split-half reliability

A

take your scale and half it when analyzing and see correlation between those two halves..

  • Strong correlation = reliability
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60
Q

Validity

A

the degree to which a measurement actually reflects what one thinks or hopes it does

  • must be reliable (but reliable measure not necessarily valid)
  • “ultimate truth”
  • Construct
  • conceptual vs. operational definitions
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61
Q

Construct

A

something that cannot be directly seen or touched but which affects and helps to explain many different things that are visible

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62
Q

Construct validity

A

Does the measure reflect the intended construct?

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63
Q

Does the measure predict manifestations of the construct?

A

Criterion validity

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64
Q

Convergent validity

A

Does the measure relate to similar constructs?

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65
Q

Does the measure not predict different constructs?

A

Divergent validity

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66
Q

Face validity

A

Does the measure appear to reflect the intended construct?

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67
Q

Generalizability

A

the degree to which a measurement can be found under diverse circumstances, such as time, context, participant population, and so on
-> in modern psychometrics, this term includes both reliability and validity

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68
Q

Cohort effects

A

tendency of a group of people living at a particular time to be different in some way from those who live earlier or later

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69
Q

Acquiescence bias

A

participants says yes or agrees or answers all seven on a questionnaire – largely due to ppl not paying attention and wanna be done ASAP; to reduce = place items in there that aren’t negatively worded( framing q’s in an opposite way); if they answer 7 it would actually be 1 – can be exact same thing but said in opposite ways to see what person answers – may not necessarily get rid of bias but will allow us to detect who is engaging in this form of responding

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70
Q

Social desirability

A

bad if studying human nature
Ease tendency towards social des. :
- Use measures to items that are framed in a non-judgemental way; wont totally rid but will lessen pressure to present oneself in that way
- Or include social desirability in study and either statistically control for that (include analysis) or exclude ppl that meet a certain threshold but if wanna get published -> include both analyses

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71
Q

Response sets

A

psychological orientation or tendency to respond a certain way to a measurement and these can fall under acquiescence bias or social desirability bias

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72
Q

Trait perspective

A

the theoretical view of personality that focuses on individual differences in personality and behaviour

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73
Q

2 key points about the trait perspective

A
  • based on empirical research that mostly uses correlational designs
  • focuses exclusively on individual differences
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74
Q

Interactionism

A

the view that instead of seeing personality and the situation as opposing forces, a more accurate view is perhaps they constantly interact with each other and produce behaviour together

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75
Q

Single-trait approach

A

the research strategy of focusing on one particular trait of interest and learning as much as possible about its behavioural correlates, developmental antecedents, and life consequences
- ex: self-monitoring and narcissism

76
Q

Self-monitoring

A

a personality trait characterized bu sensitivity to the social context and a readiness and ability to adapt to it

  • high self-monitors: want to be described positively
  • low self-monitors: prioritize independence
77
Q

T or F. High monitors may be easier to predict based on personality

A

F! Low self-monitors are.

78
Q

Narcissism

A

a personality trait associated with high self-regard and pattern of extraverted and confident behaviour

  • different than high self esteem
  • good impression at first, but annoying in the long run
79
Q

The research strategy that focuses on a particular behaviour and investigates its correlates with as many different personalty traits as possible in order to explain the basis of the behaviour and to illuminate the workings of personality

A

Many-trait approach

- ex: California Q-Set and Political orientation

80
Q

California Q-Set

A
  • measure that contains 100 phrases, each describing an aspect of personality (1 = least characteristic of you; 9 - most)
  • responses are force-sorted into a distribution using 9 categories (least to most characteristic)
  • > can be either S or I data
81
Q

Essential-trait approach

A

research strategy that attempts to narrow the list of thousands of trait terms into a shorter list of the ones that really matter

  • theoretical and factor analytical approaches
  • > Eysenck’s three dimensions and Cattell’s 16 Factors
  • ex: “The Big Five”
82
Q

Lexical hypothesis (criterion)

A

the important aspects of human life will be labeled with words, and that if something is truly important and universal, many words for it will exist in all languages

83
Q

The factor that refers to being sociable and outgoing, but also includes traits such as active, outspoken, dominant forceful, and adventurous

A

Extraversion

84
Q

Neuroticism

A

trait associated with the use of ineffective means for dealing with problems in life and have stronger negative reactions to stressful events

  • emotional instability
  • predicts a number of negative outcomes (mental well-being, interpersonal relationships, medical, etc.)
  • some argue it captures a general tendency towards psychopathology
85
Q

Conscientiousness

A

a trait that reflects being dutiful, careful, rule-abiding, and (in some studies) ambitious

  • also see these in animals
  • predicts better work, social, and health outcomes
  • prone to guilt if fail to live up to standards, not necessarily popular, less creative
  • more likely to obey and conform
86
Q

Agreeableness

A

associated with the tendency to be cooperative, an essential behaviour in small social groups

  • evolutionarily important
  • has also been labeled conformity, friendly, compliance, warmth, and likability
  • predicts several socially relevant outcomes
  • 2 different aspects predict political ideologies: compassion = liberalism; politeness = conservatism
87
Q

A trait that reflects a tendency towards being creative, imaginative, open-minded, and clever

A

Openness to experience

  • nature debated (culture or intellect)
  • spottiest record interms of replication cross samples/cultures
  • appreciation of nature, drug use, ‘sophisticated music’
  • beliefs in non-mainstream ideas/events
  • curious, tends to know many things in many domains but may be prone to ‘overclaim’
88
Q

Main critique of Big Five

A

personality is more than just 5 traits

  • proponents = accept there may be more than 5 (ex: honesty-humility)
  • some possible additions could be a combination of varying levels of the Big Five but this still leaves something left to be desired for many
89
Q

The research strategy that focuses on identifying types of individuals. Each type is characterized by a particular pattern of traits

A

Typological approach

  • some differences may be qualitative rather than quantitative
  • some focus more on types that differ by the possession of different characteristics
  • ex: Hogwarts’ house, Myer Briggs (Jung theory)
90
Q

Pros of The Trait Perspective

A
  • most basic of all approaches, essentially parsimonious (simple, doesn’t add any assumption)
  • long history
91
Q

Cons of The Trait Perspective

A
  • doesn’t tell us how or why an individual behaves a certain way (just that they do)
  • susceptible to and tautological reasoning
92
Q

The Motive Perspective

A

examines personality in relation to various motivations, the processes underlying the motivations, and the correlates/outcomes of those motivations

  • Henry Murray
  • motives are or can be a strong aspect of our identity
  • needs, motives, and press underlie thoughts and actions
93
Q

Need

A

an internal state that’s less than satisfactory due to a lack of something necessary

  • exist at different levels
  • needs are particular and directive
94
Q

Press

A

an external condition that prompts a desire to get (or avoid) something
- may reignite motives previously fulfilled

95
Q

Motive dispositions

A

the dispositional tendency toward high/low levels of some motive

96
Q

Incentive

A

the degree to which an action will satisfy a need

97
Q

Apperception

A

perceiving stimuli in light of one’s own experiences and motives

98
Q

Need for Achievement

A
  • the desire to do things well, to feel pleasure from overcoming obstacles
  • responses in PSE mention goal-related behaviours and feelings
  • predicts several goal-related variables
  • may be focused rather than general
  • not good for presidents
99
Q

The motive to have impact on others, to have prestige, and to feel strong compared to others

A

Need for power

  • responses in PSE mentions force or power (esp. over others)
  • predicts variables that are associated w/ signifiers of power and status (harmful behaviours in relationships; use of alcohol)
  • responsibility is an important moderator
  • predicts more effective presidents
100
Q

The motive to spend time with others and form friendly social ties

A

Need for affiliation

  • responses in PSE mention building or maintaining positive relationships
  • predicts various social-judgment and behaviour variables
  • need for intimacy
101
Q

Need for intimacy

A
  • subset of affiliation
  • the desire to experience warm, close, and communicative exchanges with another person, to feel close to another person
  • predicts better relationship and interaction outcomes with others
102
Q

Inhibited Power Motivation

A

the condition of having more need for power than affiliation but restraining its (power) use

  • predicts managerial and persuasion success
  • can be influential in starting/avoiding war
103
Q

Goals

A

the ends of what one desires

104
Q

Strategies

A

the means the individual uses to achieve their goals ; ppl may have goals but lack strategies

105
Q

Idiographic goals

A

goals that are unique to the individual who pursues them

  • current concerns are ongoing motivations that persists in mind until goal is attained/abandoned (more you value/commit, more you think about them)
  • may operate independently from one another
  • help organize thoughts/behaviours but are not inherently organized themselves in a coherent manner
106
Q

Personal projects

A
  • personal projects are made up of the efforts people put into goals
  • idiographic
107
Q

Personal strivings

A
  • idiographic
  • personal strivings are long-term goals that can organize broad areas of a person’s life
  • > can cause issues when they conflict w/ each other (must eliminate this)
108
Q

The types of idiographic goals share some elements

A
  • held consciously at least some of the time
  • describe thoughts/behaviours aimed at specific outcomes
  • changeable over time
109
Q

The relatively small number of essential motivations that almost everyone pursues

A

Nomothetic goals

110
Q

Nomothetic goals

A
  • big three: achievements, affiliation (or intimacy), and power
  • big five (motives): enjoyment, self-asserting, esteem, interpersonal success, and avoidance of negative affect
  • big two: work and social interaction
111
Q

Dweck: two important goals are based on …

A

judgment and development

112
Q

Judgment goals

A

seeking to judge or validate an attribute in oneself

113
Q

Developmental goals

A

desire to actually improve oneself

114
Q

Dweck roots judgment/developmental goals within distinct mindsets

A
  • entity theory: belief that personal quantities are unchangeable
  • incremental theory: belief that personal qualities can change through time and/o experience
115
Q

A negative outlook on life that may also motivate goal-seeking behaviour in order to attempt to avoid “almost certain doom”

A
  • defensive pessimism
  • expect the worst hope for the best
  • optimists and defensive pessimists succeed equally in coping with anxiety and performing well on exams
  • what’s better may depend on culture
  • optimists happier but more reckless
116
Q

Advantages of Motive Perspective

A
  • intuitively appealing
  • outlines how dispositions can influence behaviour (intrapersonal functioning)
  • motive states fluctuate
117
Q

Limitations of Motive Perspective

A
  • qualities seem to be arbitrary and rarely critiqued by followers
  • researchers tend to focus only on one need at a time
118
Q

T or F. On average, you can pick someone that grew up on complete opposite of world and your genetics will be 99% similar

A

T! genetics aren’t everything

119
Q

Heritability coefficient

A

the degree to which variance of the trait in the population can be attributed to variance in genes
-DOES NOT MEAN that a trait you have is X% due to genetics….

120
Q

The study of the inheritance of behavioural qualities

A

Behavioural genetics

121
Q

Molecular genetics

A

the study of how alleles of specific genes relate to other observed differences
- alleles: version of a particular gene

122
Q

DRD4

A

role of development of dopamine receptors ; rewards; impulsivity, attention seeking and ADHD

  • Active in risk taking behaviour - also seeking risks
  • For skiers and snowboarders - DRD4 gene didn’t actually have an influence in risk taking behaviour ; other genetics, situational and environmental factors can play a role
123
Q

5-HTT

A

(one shorter allele and other is longer) - will influence serotonin (depression, anxiety, social phobias); SSRIs to treat depression - increase activity of serotonin in brain = lower levels of anxiety and depression
- higher scores of neuroticism = short alleles = more fearful/fearful responses to a lot of different unpleasant stimuli (mutilated bodies, polluted sceneries, etc.); harder to exist in a more emotionally stable way

124
Q

Epigenetics

A

an effect that isn’t on DNA but affects DNA functioning and can be inherited
- ex: experiencing trauma (abuse, slavery, surviving genocide, etc.) ; will affect how DNA functions bc stress has effect on how genes are expressed; might be through malnourishment or other physiological process – can be passed down to children - now they can experience depression and anxiety

125
Q

Many traits evolved to solve a problem but led to unintended new problems later

A

Aggression: protection but used for non-protective aggression

126
Q

Selfishness in terms of genes (rather than individual)

A

Altruism

127
Q

Inclusive fitness

A

more likely to help out mother, father brother, sister than a cousin; inclusive fitness = more like to be altruistic to someone more genetically similar to u ; helps genes spread!
- happening below level of consciousness

128
Q

Westermarck effect

A

Indivs who are raised from a very early age together tend to not have sexual attraction towards each other; to instill a sense of incest avoidance ; explains why brothers and sisters are not attracted to each other even though they are genetically similar – reverse imprinting ; doesn’t have to have genetic similarity either; like two adopted siblings

Criticisms = some ppl think the results were misunderstood; women are less likely to communicate with their fathers when they’re ovulating .. So no passing of bad genes (leads to birth defects)

129
Q

“Sexy son” hypothesis

A

female’s ideal mate choice among potential mates is one whose genes will produce male offspring with the best chance of reproductive success. This implies that other benefits the father can offer the mother or offspring are less relevant than they may appear, including his capacity as a parental caregiver, territory and any nuptial gifts.

130
Q

Psychoanalytic approach

A

the theoretical view of personality, based on the writings of Freud that emphasizes the unconscious processes of the mind

131
Q

Psychodynamic psychology

A

the theoretical view of the psychological forces that underlie human behaviour, feelings, and emotions and how they might relate to early experience

  • encompasses psychoanalysis
  • examines relationship between conscious and unconscious
  • often considers the conflict of psychological processes/impulses/urges
132
Q

Psychic determinism

A

the assumption that everything that happens in a person’s mind has a specific cause

  • no miracles, free will, or even random accidents
  • all ostensible contradictions can be understood by digging deep into the unconscious
133
Q

Libido

A

psychic (mental) energy, rooted in the drive towards creating, nurturing, and the enhancement of life (including but not limited to sex)
- catharsis

134
Q

The topographical model of the mind

A
  • conscious: what you are currently aware of
  • preconscious: what we are not currently aware of but could easily be moved to the conscious
  • unconscious: part of the mind not accessible to the conscious
135
Q

Primary motivator

A

unconscious!

- desires, urges, feelings, memories, and ideas tied to anxiety, conflict, or pain

136
Q

The structural model of personality

A
  • Id: the inherited, instinctive, primitive aspects of personality
  • Ego: the rational part of the personality that deals pragmatically with reality
  • Supergo: the embodiment of parental and societal values
137
Q

Pleasure principle

A

all needs should be satisfied IMMEDIATELY

- doesn’t understand concept of “no”; needs are always pleasant

138
Q

Primary process

A

formation of an unconscious image of an object or even that would satisfy a need

139
Q

Reality principle

A

the idea that actions must take into account the constraints of external reality

140
Q

Secondary process

A

matching of the unconscious image of a tension-reducing object to a real object

141
Q

Introjection

A

the absorption of values of the parents into the superego

142
Q

Ego Ideal

A

rules for good behaviour and standards of excellence

143
Q

Conscience

A

rules about what behaviours the parents disapprove of and punish

144
Q

Ego strength

A

the ego’s ability to be effective despite trying to balance the impulses from the pleasure principle, the reality principle, and the societal expectations of the superego

145
Q

Freud’s iceberg

A

metaphor for typographical model of the mind and the structural model of personality

146
Q

Oral Stage

A
  • birth to 18 months
  • mouth, lips, and tongue
  • id
  • dependence and passivity
  • oral character: dependent and overly independent
147
Q

Anal Stage

A
  • 18 months to 3 years old
  • anus and organs of elimination
  • ego
  • obedience and self-control
  • anal character: obedient and obsessed with order or anti-authority and chaotic
148
Q

Phallic Stage

A
  • 3 to 5/7 years old
  • sexual organs
  • superego
  • gender identity and sexuality
  • love, fear, and jealousy
  • development of morality
  • phallic character: over- and under-sexualized
149
Q

Latency Stage

A
  • 5/7 years old to puberty
  • physical focus and relevant mental structure is N/A
  • psychological theme is learning and cognitive development- oral character: N/A
150
Q

Genital Stage

A
  • puberty to adulthood
  • sexuality in the context of a mature relationship
  • id, ego, and superego are well balanced
  • creation and enhancement of life
  • a mature adult (seldom achieved)
151
Q

Regression

A

the return to a previous stage, often under stress or anxiety

152
Q

Fixation

A

the libidinal energy that is left behind in development at a stage to struggling with some issue

153
Q

Thanatos

A

the death drive; drive toward death and disorder ; trend to entropy

154
Q

Drive to create, protect, and enjoyment of life and with creativity, productivity, and growth

A

Libido (life/sexual drive)

155
Q

Doctrine of opposites

A
  • everything implies, even requires, its opposite
  • extremes on opposite ends may be more similar to each other than those in between
  • life and death drive shows doctrine of opposites
156
Q

Throughout the different stages of development, people are undergoing a profound but incomplete shift between two kinds of thinking

A
  • Secondary process thinking: what we ordinarily mean by the word “think”
  • Primary process thinking: the way the unconscious mind operates
157
Q

Parapraxes

A

the leakage from the unconscious mind manifesting as a mistake, accident, omission, or memory lapse; “Freudian slips”

158
Q

Defense mechanisms

A

the mechanisms of the ego that serve to protect an individual from experiencing anxiety produced by the id, superego, or reality

159
Q

Transference

A

the process in which feelings toward other people in the patient’s life are displaced onto the therapist
- countertransference

160
Q

Insight

A

an emotional re-experiencing of earlier conflicts in one’s life during therapy

161
Q

Shortcomings of the Psychoanalytic Perspective

A
  • excessive complexity
  • case study method
  • vague definitions
  • untestability
  • sexism
162
Q

Why do we study Freud?

A
  • historical importance
  • right about some important things
  • importance in therapeutic process
  • only person to put forth a complete theory of personality
  • pop culture
  • fun!
163
Q

3 major differences between Freudian and neo-Freudian thought

A
  • sex as less important
  • less focus on the unconscious
  • less emphasis on instinctual drives and mental life and more on interpersonal relationships
164
Q

Ego psychology

A

a branch off of psychodynamic theory that focuses more on perception, memory, learning, and rational, conscious thinking
- looks more like current mainstream psychology

165
Q

One of the first major disciples to be at odds with Freud

A

Alfred Adler

166
Q

Social interest

A

the desire to relate positively and productively with other people

167
Q

Organ inferiority

A

the idea that people are motivated to succeed in adulthood in order to compensate for whatever they felt, in childhood, was their weakest aspect
- AKA inferiority complex

168
Q

The masculine protest

A

a particular urge in adulthood to attempt to compensate for one’s sense of powerlessness felt in childhood
- NOT specific to men, happened to women too - told what to do by parents, punished for misbehaving, school, culture at large, bullies, mentors etc. ; want to establish their own sense of power over other people

169
Q

Collective unconscious

A

the proposition that all people share certain unconscious ideas because of the history of the human species

170
Q

Archetypes

A

the fundamental images of people that are contained in the collective unconscious

171
Q

Persona

A

the social mask someone wears in public dealings

172
Q

Shadow

A

an archetype that represents the “darker side” of the human psyche

173
Q

We all have a “masculine” and “feminine” side and will use that to (mis)understand the opposite sex

A

Anima: the idea of the female as held in the mind of a male
Animus: the idea of the male as held in the mind of the female

174
Q

What happens if we use the persona too often?

A

start to lose who you are if you focus on providing persona too often … don’t know who we are anymore

  • want to use persona minimally
  • trying to meet societal expressions (don’t use it to navigate through the world all the time)
175
Q

We tend to be ashamed of some things in our life so we hide it from other people and even ourselves

A

Shadow

176
Q

This helps in maintaining gender roles in different cultures

A

Animus/Anima; can also lead to negative outcomes of interactions

177
Q

Karen Horney

A
  • feminine psychology and basic anxiety
  • disagreed with ‘penis envy’ and women’s desire to be male ; maybe rooted in societal freedom of men
  • womb envy?
  • adult behaviour is often based on efforts to overcome the basic anxiety acquired in childhood; neurotic needs
178
Q

Freud’s most important revisionist

A

Erik Erikson

179
Q

Object Relations Theory

A

the psychoanalytic study of interpersonal relations, including the unconscious images and feelings associated with the important people (“objects”) in a person’s life

  • not all objects match reality, which may cause problems
  • generated a huge literature and is the most active area of psychoanalytic thinking at present
180
Q

4 principle themes of Object Relations Theory

A
  • every relationship has elements of satisfaction and frustration
  • mix of love and hate
  • distinction between the parts of the love object and whole person
  • person is aware and disturbed by these contradictory feelings
181
Q

Melanie Klein

A
  • object relations theory
  • one of the earliest psychoanalysts to work with children (also Anna Freud)
  • use of play for diagnosis
  • paranoid and depressive positions
  • idealization is a symptom of underlying hostility being defended against at all costs
182
Q

Paranoid and Depressive positions

A
  • paranoid = children wished to destroy bad part (of parents through play) bc they feared being destroyed
  • depressive position = worshipped and protected good part bc feared losing it

**no matter how good the relationship, these things arise bc there are negative aspects of parents that children don’t like bc they try to tell them what to do but only for their own good
But again, tendency to split good vs bad **

183
Q

D.W. Winnicott and Object Relations Theory

A
  • influenced by Klein
  • “niffle” and transitional objects embedded with magical emotional meaning for comfor
  • “false self” is normal and at times necessary but override the true self too much (false self similar to persona; when ppl try to put on a different face for a variety of reasons)
184
Q

An emotional connection with someone else

A

Attachment

- secure, ambivalent, and avoidant = generally consistent and difficult to change

185
Q

The strange situation

A

a process used to assess the attachment pattern of the infant to the caregiver that looks at the reactions of the infant in relation to various combinations of being alone, being with the caregiver, and being with the researcher
- Mary Ainsworth

186
Q

Adult attachment

A
  • avoidant: predicts less acceptance of others if they possess undesirable characteristics
  • ambivalent: generally have more extremes in their relationships
  • secure: most people; tend to have stronger and healthier relationships
187
Q

Bartholomew and Horowitz’s Attachment Model

A

categorized attachment based on two different judgements: positive-negative views of the self and others
- we tend to display some consistency in attachment styles with other people but there is some variability across these relationships (baseline attachment style)

PSYCO 333 (2 decks)

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