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PSYC 332 > McAdams Ch. 1-5 > Flashcards

McAdams Ch. 1-5 Flashcards

1
Q

McAdams layers of personality

A
  • Actor: dispositional traits
  • Agent: goals and values
  • Author: life stories
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2
Q

Temperament

A
  • unique presentational style
  • how the infant regulates and expresses feelings
  • gradually morphs into basic dispositional traits of human personality
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3
Q

Gordon Allport

A
  • founding father of personality psychology
  • personality development is best understood as interplay between nomothetic and idiographic approaches
  • nomothetic: generalizing discourse of science
  • idiographic: particular dynamics of the individual case
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4
Q

Two primary factors that distinguish humans from other species

A
  • cognitive power (cog. accomplishments of smartest fellow species fall short of what we expect from 4yo human child)
  • social nature (big brains and intense social relationships go together)
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5
Q

According to McAdams, where does personality most powerfully reveal itself?

A

in the social arena

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6
Q

Neocortex

A
  • mainly responsible for conscious thought, planning, and decision making
  • theorized that expanded neocortex evolved to cope w complexity of primate social life
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7
Q

Eusocial species

A
  • individuals engage in altruistic acts and other prosocial behaviors to benefit the group (even at detriment to self)
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8
Q

Key steps in evolutionary “sprint” to eusociality

A
  1. bipedalism: australopithecine species
  2. tools and
  3. hunting: homo habilis made tools for hunting, hunting requires cooperation
  4. controlling fire for domestic use: homo erectus, cooking
  5. campsites: “nest” –> “home”
  6. culture: larger prefrontal cortex (decision-making, social behavior) and temporal lobes (langauge): homo sapiens!, increase in size of human groups and intergroup contact
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9
Q

Genes and evolution

A
  • genetic evolution has sped up in last 40, 000 years
  • genes began to co-evolve with cultural innovations (ie agriculture!)
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10
Q

Wesley Autrey story

A
  • man who saved life of guy having a seizure who fell onto train tracks
  • extraordinary example of human eusociality
  • goes against kin selection as explanation for human altruism
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11
Q

Reciprocal altruism

A
  • helping members of your group might lead to them helping you in the future
  • group members who are especially agreeable/altruistic might garner more resources from the group
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12
Q

Multilevel selection as cause of ultrasocial behavior

A
  • highly controversial! (bc individuals, not groups, pass down genes)
  • egotists win out over altruists within the group, but groups of cooperating altruists win out when competing with other groups
  • proponents of theory suggest that evolution works on many different levels and sometimes selects for tendencies that benefit group as a whole
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13
Q

Group identification

A
  • we identify w group and experience wins and setbacks as our own
  • ex minimal group paradigm: ppl assigned to arbitrary groupings and show ingroup preferences and biases against outgroup members
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14
Q

Religion as one of evolution’s greatest inventions

A
  • fosters group solidarity, provides members w common transcendent meaning for their lives
  • groups w stronger religious bonds might have tended to outcompete less cohesive groups
  • especially good at motivating self-sacrificial acts aimed at helping in-group
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15
Q

Charles Darwin story

A
  • as a young man was highly religious and passionate about botany and entomology
  • joined Cap. FitzRoy on HMS Beagle for 5 years to examine geology of South American coast and Australia
  • came up with idea of natural selection and didn’t publish for 21 years (bc he was so humble and bc he knew he would get lots of resistance)
  • viewed as humble and self-effacing, always thought he was gonna die
  • while he waited he collected scientific evidence and built up his relationships in scientific community (likely why he is credited w theory and not Wallace)
  • he tried to have Wallace’s work published so he would have all the credit, but let his friends orchestrate a ‘coup’
  • highlights problem: how can we get along AND get ahead
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16
Q

What does McAdams refer to as the ‘primal conundrum’?

A

how to get along and get ahead

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17
Q

Robert Hogan

A
  • first personality psychologist who recognized importance of primal conundrum
  • socioanalytic theory of personality: humans are biologically wired to live in social groups that are variously organized into status hierarchies
  • group life as social performance (reputation is key in getting along and getting ahead)
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18
Q

Benefits of gossip

A
  • promotes cooperation in groups
  • people display their best behaviors bc they are scared of what will be said behind their backs
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19
Q

Robert Dunbar

A
  • evolutionary biologist
  • humans are capable of max 150 social relationships at a time
  • groups of this size probably constituted clans (related clans – tribes – of up to 2500 ppl)
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20
Q

According to McAdams, acting is largely about…

A

the performance of emotion

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21
Q

How did Erving Goffman describe human social behavior?

A
  • as a series of performances through which actors play roles and enact scripts in order to manage the impressions of other characters in the social scene
  • life is filled with routines, but each routine has room for improvisation
  • this unique manner or style of acting is called a personal front (McAdams calls this rudiments of personality)
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22
Q

According to McAdams, why are babies social actors long before they realize they are?

A
  • because we, the social audience, observe them to be actors
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23
Q

4 basic emotions that can be seen in newborns

A
  • general distress
  • general contentment
  • interest
  • disgust
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24
Q

New observable emotions from 2-7mo

A
  • joy
  • surprise
  • anger
  • sadness
  • fear
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25
Q

Facial expressions and attachment development

A
  • 2mo: broad social smiles
  • 3mo: stronger smiles in response to people
  • 6/7mo: biggest smiles for primary caregiver (attachment bond is beginning to solidify); start showing stranger anxiety and separation anxiety
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26
Q

Secure attachment

A
  • ideal scenario
  • caregiver is safe-haven during periods of distress
  • caregiver is secure base from which to explore when emotions are positive
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27
Q

Internalized working model of attachment

A
  • 2yo
  • implicit memory of significant attachment experiences
  • can be updated and changed w new experience
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28
Q

Beginnings of self-awareness

A
  • around 18mo
  • also start using self-referential words (me, mine)
  • start expressing emotions like pride and embarrassment
    -the “I” begins to recognize the “me” (William James)
  • only by 3/4yo can child identify self in video taken a few minutes earlier (shows consolidation of sense of self as continuous social actor)
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29
Q

Positive emotionality

A
  • basic temperamental tendency to feel positive affect
  • at 2mo smile and laugh more
  • spills over into later social relationships, enjoy and seek out more interaction (extraversion!!!)
  • often experience anger/aggression when frustrated
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30
Q

Behavioral approach system (BAS)

A
  • motivates us to approach potentially rewarding situations (often social) and experience positive emotion associated w pursuit/attainment of rewards
  • dopamine very involved (anticipation can be as good as – and might trump – consummation)
  • drugs that increase dopamine (meth and cocaine) increase seeking behavior (opiates increase pleasure but do not motivate approach behavior)
  • BAS might work with opioid system
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31
Q

Opioid system

A
  • releases endogenous neuropeptides when organism achieves rewards, producing feelings of joy and pleasure
  • BAS is more about wanting rewards (and anger when you can’t get it), opioid system more involved in liking achieved reward
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32
Q

Dimensions of infant temperament do NOT…

A

morph naturally and predictably into corresponding personality traits in mature adults

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33
Q

6 facets of E (Costa&McCrae)

A

DRIVE & SOCIAL DOMINANCE:
- excitement seeking
- activity
- assertiveness
SOCIABILITY:
- gregariousness
- positive emotions
- warmth

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34
Q

E and positive emotion findings

A
  • high E show higher ratings of positive emotions for pleasant interactions (sometimes even when not involving active pursuit of social rewards)
  • show higher positive emotion ratings for nonsocial pleasant situations
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35
Q

Consistent variations in E are associated with important differences in…

A
  • social behavior
  • emotion regulation
  • learning and memory
  • vocational interests and identity
  • various indices of risk and psychopathology
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36
Q

Negative correlates of high E

A
  • failure to take negative feedback into consideration and learn from mistakes
  • moderately associated w risky behaviors (gambling, alcohol)
  • more likely to exhibit externalizing disorders (aggression, narcissism, substance abuse)
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37
Q

Michael Ashton argued that extraversion’s prime evolutionary function is to…

A

attract and hold attention of other social actors

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38
Q

George W. Bush story

A
  • child: energetic, enthusiastic, gregarious, very funny
  • also aggressive, clown in schoolroom, popular
  • 20 year career in alcohol abuse started in frat, ended at 40 bc it started undermining good times + threatened his marriage
  • as president, had relentless drive and unflagging optimism (strength and weakness)
  • very low O, life goal to defend father, redemptive life story
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39
Q

Negative emotionality in infancy and childhood

A
  • not opposite of positive emotionality!
  • infants: fearful, inhibited, irritable, prone to frustration, more easily upset, hard to soothe
  • children: esp. vulnerable to stress, prone to worry and guilt, tense and moody
  • more intense physiological responses to stress
  • higher morning cortisol (higher arousal)
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40
Q

2 regions of N in infancy/childhood

A
  • emotional fearfulness and behavioral inhibition
  • irritability and strong responses to frustration
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41
Q

Neuroticism in adolescence and adulthood

A
  • fear, anxiety, sadness, frustration, guilt, shame, hostility
  • chronically worried, nervous, insecure
  • low self-esteem, lower life satisfaction
  • strong risk factor for mental illness (esp depression and anxiety)
  • predicts bad interpersonal experiences and negative life outcomes
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42
Q

Suls&Martin neurotic cascade of 5 processes

A
  • more reactive to signs of threat/negative emotion
  • exposed to more negative events
  • reinforces tendency to appraise neutral or positive events as negative
  • all 3 combined lead to mood spillover (rumination)
  • sting of familiar problems (negative events bring back old unresolved issues)
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43
Q

fight-flight-freeze system (FFFS)

A
  • related to fear
  • negative emotionality in childhood can be result of overactive/sensitive FFFS
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44
Q

behavioral inhibition system (BIS)

A
  • related to anxiety
  • alerts actor of potential threats (esp uncertainty)
  • motivates us to scan environment and avoid threats
  • strongly shaped by learning and experience
  • modern life puts a lot of pressure on BIS
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45
Q

Amygdala and fear/anxiety

A
  • key brain structure implicated in fear and anxiety
  • certain parts of it activate emotional and behavioral response to danger
  • sends signals to hypothalamus when danger is detected
  • N is correlated w amygdala activity in response to negative stimuli
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46
Q

Hypothalamus and fear/anxiety

A
  • receives signals from amygdala
  • stimulates release of cortisol, elevates BP, activates autonomic nervous system to prepare for fight flight or freeze
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47
Q

Hippocampus and fear/anxiety

A
  • amygdala will send signal to hippocampus in case of milder threats/ambiguous social situations
  • involved in formation of memories (consolidation)
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48
Q

BIS, BAS, and sadness

A
  • sadness might be both high BIS (higher sensitivity to punishing experiences) and low BAS (reduced ability to experience reward)
49
Q

Mary Karr story

A
  • parents have very little self-control, dad is violent and mom acts immediately upon emotions (story of burning children’s toys and threatening them with a knife)
  • ancient Greeks describe this kind of behavior as ‘ate’
  • little Mary is suspended twice for being aggressive
  • “I was not given to restraint”
  • theme is problem of self-regulation
50
Q

According to McAdams, what is the worst thing that can happen to a person in a eusocial species?

A
  • being excluded from the group (so we need to regulate ourselves to behave in socially desirable ways!)
51
Q

Freud’s solution to the problem of self-regulation

A
  • resolution of the Oedipus complex (internalized parents become superego)
52
Q

George Herbert Mead and self-regulation

A
  • as child becomes increasingly aware of how social world sees them, they will monitor behavior and act in ways that meet approval of generalized other
  • so, like Freud, self-regulation depends on the observation of the actor by an audience
53
Q

Seeing oneself reflected in a mirror induces a heightened feeling of…..

This effect can be moderated by……

A
  • objective self-awareness (self as object of perception)
  • cultural factors! (ex higher in Japan)
54
Q

William James speculated that ______ serve the same socializing purpose as do social psyc reflecting devices

A

human conceptions of an omnipresent god (here god is the ideal spectator)

55
Q

Roy Beaumeister has noted that self-regulation is like…

A

a muscle that becomes tired with overuse

56
Q

Ego depletion

A
  • we have an inner resource of self-regulatory energy that can be used up
  • a kind of self-observational fatigue (we eventually have to shift our attention to something else)
57
Q

McAdams as a kindergartner story

A
  • got an N in ‘practices self-control’, parents laughed because this wasn’t very representative of him
  • thinks it was bc he tried to cry to get teachers attention like a little girl did, and gender norms mean he was seen as deficient in regulation of emotion
58
Q

Jonathan Gross: “the most important adaptive property of emotions is the degree to which….

A

they are (usually) advisory rather than obligatory”
(to regulate emotions is to render them more advisory)

59
Q

Individualistic vs. collectivistic cultures and positive emotions

A
  • individualistic cultures tend to encourage high-arousal positive emotions (ie intense joy or excitement)
  • collectivistic cultures tend to encourage low-arousal positive emotions (ie mild joy, relaxed calm, and serenity) bc strong emotional displays may be seen as threatening the collective harmony
60
Q

Development of self-regulation in infants

A
  • 6mo: begin to use primitive strategies for regulating emotions (ie turning away from unpleasant stimuli)
  • 12mo: try to calm selves by rocking, chewing on objects, or moving away from upsetting ppl or events
  • 2yo: talk to companions, play w toys, distract selves
    -2/3yo: become more strategic (ie look sad to elicit support when angry or frustrated)
61
Q

Secure attachment and development of emotion regulation

A
  • caregiver may play role of moral guide
  • effective working models may act kinda like superego
62
Q

Effortful control (EC)

A
  • voluntary capacity to withhold a dominant response to enact a subordinate response given situational demands
  • control of impulses, allows to stay focused on long-term goal in presence of alluring short-term distraction
  • ex Odysseus and the sirens
  • girls have higher EC
  • low SES have lower EC
  • chinese and korean preschoolers show higher EC vs north americans
  • provides temperament foundation for development of conscience in 4th or 5th year of life
63
Q

Two key components of conscience (per Kochanska)

A
  • rule-compatible conduct
  • moral emotions
64
Q

____ is an especially powerful motivator of moral behavior

A

guilt (and anticipation of guilt)

65
Q

Executive attention network

A
  • EC and dev. of conscience depend on this
  • neurocognitive system activated in situations in which a person needs to detect errors in environment/cope with conflicting cognitive appraisals/overcome automatic response patterns/monitor behavior when there are competing demands
  • works to inhibit thoughts, feelings, or impulses that could cloud efforts to analyze a problematic situation
  • mostly in PFC and anterior cingulate cortex
66
Q

Brain region most implicated in planning complex social behavior

A
  • prefrontal cortex (PFC)
  • Phineas Gage’s injury reduced self-regulation
  • uses top-down regulating process
67
Q

Anterior cingulate cortex (ACC)

A
  • roles in reg. BP and heart rate, mediation of reward-seeking behavior, control of empathy, rational decisions
  • spindle cells in ACC address difficult cognitive problems
  • ACC involved in predicting outcomes of planned actions
68
Q

Serotonin and self-regulation

A
  • variations in serotonergic functioning exert effects on thinking, feeling, and behaving
  • affects relation between impulses and rational decision-making (self-regulation!)
  • high serotonergic functioning enhances power of secondary system (logical/rational)
  • experimentally increasing serotonergic function reduces responsiveness to negative emotional stimuli
  • low sf linked to impulsivity, delinquency, ADHD, (BPD or aggression in adults)
69
Q

EC in childhood is most important temperament precursor to which two personality traits?

A

agreeableness and conscientiousness

70
Q

Common outcomes of C and A

A
  • more secure attachment relationships
  • better marriages and lower divorce rates
  • stronger personal investment in family roles
  • high quality of love relationships
  • better health and well-being (esp. C)
    both C and A be traced back to development of self-regulatory mechanisms in childhood (id and ego)
71
Q

Difficulty coping w unemployment is a correlate of which trait?

A

C (might be bc they see work as central to their identity)

72
Q

Lower earnings, esp among men, is a correlate of which trait?

A

A (can be a slight disadvantage at work bc they hesitate to advocate for themselves in situations of conflict)

73
Q

Strongest trait predictor of mortality

A

C (less risk-taking behavior, healthier lifestyle)

74
Q

According to McAdams, what poses the greatest threat to a group’s well-being and survival

A

aggression!

75
Q

Externalizing behaviors

A
  • acting out against the external world (aggression!)
76
Q

Common risk factors that form a sequence toward aggression

A
  • early temperament high anger/hostility +low EC
  • +ineffective parenting (physical punishment)
  • produces poorly regulated behavior
  • leads to poor school performance
  • and peer rejection
  • results in alliance w other aggressive children
  • which reinforces aggressive/antisocial behavior
77
Q

Overt expression of anger may signal low levels of…

A

EC

78
Q

Trait profile most likely to act out against society in violent and destructive ways (resistant to socialization)

A
  • men and boys
  • low C
  • low A
  • high N
  • high E (reward-seeking)
  • low intelligence
79
Q

Parents’ role in aggression in children

A
  • cold and rejecting parents who apply harsh discipline in an erratic fashion most likely to raise aggressive children
  • aggressive parents pass on genes to children
  • low SES and lack of parental monitoring also factors in
80
Q

Mary-Ann Cromwell story (HS reunion)

A
  • at 18 was very introverted and awkward, rejected by peers
  • at 28 was poised, confidant, friendly, beautiful
81
Q

Robert Amundson story (HS reunion)

A
  • at 18 one of most popular guys in the class
  • at 28 still very socially dominant
82
Q

Gordon Allport and words relating to personality

A
  • 18,000 words ab human differences in psychological functioning
  • 4,500 words ab enduring personality traits
  • now psychologists say these can be summarized by 2-7 main traits
83
Q

Correlates of O

A
  • cognitive ability
  • less about emotion and more ab cognition
  • relates to motivation, values, and life narration
84
Q

Rank-order stability

A
  • extent to which individual differences in a given trait hold steady over time
  • indiv. diff. in personality traits show substantial rank-order stability (strongest in short intervals, lower in childhood)
85
Q

At least half of variance in personality traits is accounted for by….

A

genetic differences between people (but genetic effects can change over the life course)

86
Q

6 mechanisms that reinforce preexisting personality traits

A
  • evocation
  • responsivity (respond favorably to things that fit with tendencies, reinforces tendencies)
  • attraction (attracted to scenes that fit w tendencies)
  • avoidance (avoid scenes that conflict w tendencies)
  • manipulation (alter scenes to fit w tendencies)
  • role selection (select and selected into roles that correspond w tendencies)
87
Q

The most powerful way whereby genes conspire w env. to undergrid stability in personal traits may be…..

A

the selection of social roles (instrumental ie job or expressive ie relational)

88
Q

Parenting styles

A
  • authoritative (warm and strict, children likely to be high on C and O)
  • authoritarian (cold and strict)
  • indulgent (warm and permissive)
  • neglectful (cold and permissive)
89
Q

Effect of shared environment on personality

A
  • basically zero
90
Q

Nonshared environmental effects

A
  • factors unique to one family member
  • part of this is that parents raise diff children differently
91
Q

Epigenetics and personality

A
  • epigenetics: factors outside genome that influence how genes are expressed
  • parenting might do this
  • DNA methylation can reduce likelihood that part of sequence will be expressed (influenced by aging, infections, and broader social environment)
92
Q

Augustine of Hippo (St. Augustine) story

A
  • shows an arc of maturation
  • christian mother, abandoned teachings and got obsessed with sex
  • had an affair (and a son), and then had more and broke off an engagement
  • read a bible passage and decided to go back to christianity and was chaste
  • argued root of human failings was sexual desire and self-centeredness
93
Q

Karen Horney story

A
  • later in life reinterpreted Oedipus complex as allegory ab power (revolutionized freudian theory ab women)
  • as a young woman was afraid her sexual desires would rage out of control
  • had lots of affairs, never felt fulfilled by relationships w men
94
Q

Jane Fonda story

A
  • arc of maturation about finding self-acceptance
  • rambunctious little girl, feared her father but always wanted to please him
  • mother died of suicide at 11
  • did not have faith in own goodness or in validity of feelings
  • 30 years of bulimia and anorexia during hollywood career
  • in 50s accepted she is not perfect but good enough
95
Q

Shawn Corey Carter/Jay-Z story

A
  • shot his older brother, sold coke, accused of stabbing
  • discovered music and began to associate w other talented kids
  • expressed public regret for actions as a teenager
96
Q

Mean-level change in personality

A
  • extent to which members of group, on average, tend to increase/decrease on a given dispositional trait over time
97
Q

Mean level change for C

A
  • increase gradually across age span
98
Q

Mean level change for A

A
  • increase slowly until 50, sharp increase at 50-60, level off again
99
Q

Mean level change for E

A
  • social dominance: increase through age 30
  • social vitality: decrease after age 50
100
Q

Mean level change for O

A
  • increase up to age 20, decrease after 50
101
Q

Mean level change for N

A
  • decrease up to middle age
102
Q

Factors of mean-level changes in personality

A
  • PFC (planning/rationality) not fully developed before 20 (might b linked to increase in A and C and decrease in N)
  • taking on adult social roles
  • in societies where ppl take on family roles sooner there is a faster increase in A and C and decrease in N
103
Q

Age 5-7 shift

A
  • host of cognitive and social changes that result in newfound sense of maturity and rationality
  • self-esteem becomes normally distributed
  • full emergence of motivated agency (ownership of personal experience and organizing behavior for future)
104
Q

Self-efficacy

A
  • belief that you can execute goal-directed behavior in a successful manner
105
Q

Intentionality

A
  • step towards agency, at around 9mo
  • understand what others are trying to do (get less mad when desired object is dropped than withheld)
  • also engage in joint attention (basis for cultural cognition)
  • toddlers attribute intentionality to objects too
106
Q

Theory of mind

A
  • developed at 3-4yo
  • understanding others have their own beliefs and desires
  • ex false-belief task (nearly always pass by age 5-6)
  • God holds special appeal at this age as ultimate motivated agent
107
Q

Aristotle and becoming good

A
  • we learn by doing, habits lead to traits
  • need to deliberately do actions for them to lead to traits
108
Q

Concrete operations (Piaget)

A
  • starts at 7
  • ability to think ab world as logically organized, rule-governed reality
  • able to consider laws and norms that pertain to broader social collectives
  • can compare self to others
109
Q

Kohlberg’s ‘moral development’ theory and concrete operations

A
  • concrete operations catalyze shift from preconventional to conventional stage of moral reasoning (broader consideration of interpersonal and societal standards when deciding what is right and wrong)
110
Q

Erikson psychosocial stage during middle childhood

A
  • industry vs inferiority
111
Q

Age by which children show motivational tendencies (affiliation vs power)

A
  • 8 or 9yo (girls more affiliation, boys more power)
112
Q

Finnish study on motivation in children (3 factors of affiliation & power)

A
  • affiliation and power break into 3 factors:
    social development (improving relationships)
    demonstration-approach (status and +feedback)
    demonstration-avoid (avoiding neg judgement)
113
Q

Is self-esteem universal or domain-specific

A

domain-specific

114
Q

William James ratio for self-esteem

A

self-esteem= success/pretensions (goals)

115
Q

Individual differences in self-esteem

A
  • girls score lower esp in adolescence
  • east asia scores lower than u.s.
  • african-americans score higher than european-am.
  • raise gradually, peak at 60, decline around 70
116
Q

Narcissism

A
  • grandiosity and sense of entitlement
  • men more than women
  • excessively high self-esteem
  • often high E
  • expression of unmitigated agency
  • “the narcissist is a motivated agent on steroids”
117
Q

Steve Jobs story

A
  • raging narcissist
  • eagerness to put others down
  • shows how drive to enhance self-esteem can lead to narcissism
  • shows narcissism cant just be explained by Big 5
118
Q

Shared intentionality

A
  • Michael Tomasello argued this helped develop theory of mind/empathy in human evolution

PSYC 332 (4 decks)

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