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Psychology 1 > Personality > Flashcards

Personality Flashcards

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1
Q

nature vs nurture

A
  • combination
  • how you react to stressful situations looked at a lot-sympathetic NS, dopamine levels, etc. from parents-but nurture component too-learn from parents how to react to diff situations
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2
Q

trait vs state

A
  • Is your personality a collection of stable traits (react similarly to things) or are you just a collection of rxns (you act 1 way based on the state/situation)?
  • Mischel believed in the latter-his ex: can’t say a person is honest, cuz in 1 situation may be and another not-return wallet but cheat on taxes-care about ppl but not faceless gov official-so diff in diff situations
  • most ppl say a bit of both
  • My Lai Massacre and Abu Ghraib-seemed like normal ppl but did terrible things-personality traits get overridden in extreme circumstances-highly stressful situations
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3
Q

Psychoanalytic (Freud)/psychodynamic (neo-Freudians) approaches to personality

A
  • unconscious conflicts=major factors in your personality
  • unconscious conflicts had to do w sex and aggression w Freud, but w neo-Freudians more social-around relationships, anxiety that society produces
  • used case studies to study personality-not generalizable-looked at unhappy ppl (“neurotics”)
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4
Q

Psychoanalytic (Freud)/psychodynamic (neo-Freudians) approaches to personality-Freud

A
  • the unconscious: the part of your mind hat will affect your behaviors, emotions, attitudes, but you’re not conscious that it is-conscious: can make some decisions consciously-preconscious: stuff you’re not aware of until asked, not thinking about until brought up (house color)
  • id, ego, superego: develop early in childhood, in this order
  • psychosexual stages of development
  • defense mechanisms
  • Freudian slips
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5
Q

id

A

unconscious-doing whatever you want-at 1 year old, want toy, grab it-getting basic needs met-pleasure principle (whatever causes you pleasure, you’ll do)-immediate gratification (want to satisfy that need immediately, can’t wait)-these aren’t so good for you, so ego develops

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6
Q

ego

A

conscious-helps control the id-operates under reality principle-common sense-want that kid’s lunch, but won’t take it cuz he’s twice my size-balances the id-as get older, start to learn rules of society, so develop superego

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7
Q

superego

A

tells you how you’re supposed to behave-opp of id, puts pressure on you, feel like someone’s always watching you-repressed anxiety and desires (sex) cuz society says they’re not okay-can be dangerous

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8
Q

psychosexual stages of development

A
  • ppl go through 5 stages of development-each centered on body part where derive sexual pleasure-if get stuck on a phase and fixate on it, development stunted
  • oral phase (babies stick everything in mouth, get sexual pleasure from this), anal phase (toilet training, pleasure from pooping when and where parent wants), phallic phase (Oedipus Complex/castration anxiety and Electra Complex/penis envy), latency (age 5 to puberty, nothing sexual going on, energy going into learning and playing), genital stage (normal sexual relations, from puberty into adulthood)
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9
Q

defense mechanisms

A

-personality driven by unconscious conflict-conflict causes anxiety, ego needs to reduce that anxiety to protect you using defense mechanisms

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10
Q

defense mechanisms-repression and suppression

A
  • repression: unconscious forgetting of some painful memory

- suppression: consciously putting something stressful out of your mind

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11
Q

defense mechanisms-regression

A

figuratively going back in time to a safer, simpler way of being, as in assuming childlike behaviors when facing stress or trauma

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12
Q

defense mechanisms-reaction formation

A

unconsciously protecting yourself from undesirable emotions by behaving in ways that are exactly the opposite of how we truly feel, as in showering a person w affection when we really, at heart, resent them

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13
Q

defense mechanisms-projection

A

attributing something that we don’t like about ourselves to someone else, as in accusing your best friends of being controlling and rigid when it is you who unconsciously fear your own tendencies toward such behavior

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14
Q

defense mechanisms-rationalization

A

excuse making-telling yourself that you had to cheat on the exam cuz everyone else was prolly gonna do it too

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15
Q

defense mechanisms-denial

A

rejecting the truth of a painful reality, as in a person’s refusal to accept a frightening medical diagnosis

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16
Q

defense mechanisms-sublimation

A

an undesirable emotion or drive is unconsciously replaced by a socially acceptable one-some Freudians might argue, for instance, that a surgeon is sublimating aggressive tendencies-making incisions is a socially acceptable and even heroic way to be aggressive

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17
Q

defense mechanisms-displacement

A

“taking out” an emotion on a safe or more accessible target than the actual source of your emotion, as in punching a wall rather than confronting the boss you has angered you

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18
Q

Freudian slips

A

Freud thought can get insights on personality by listening to mistakes you make while you talk

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19
Q

evaluation of Freud

A

first person to think a lot about what’s going on in our minds-gave ppl a base to start w even though now have rejected his beliefs, his ideas were very influential in the 1st half of hte 20th century

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20
Q

Jung

A
  • Neo-Freudian
  • said 2 parts of unconscious, personal (Freud stuff) and collective (instinctive memories held by ppl everywhere-archetypes everyone born w, like masculine and fem part of personality (animus and anima)-failure to acknowledge these archetypes, esp dark/shadow archetype, can result in mental illness)
  • things other than sex behind actions-like spirituality
  • opposing tendencies in personality: conscious-unconscious, extroverted-introverted, rational-irrational, good-bad
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21
Q

Horney

A
  • Neo-Freudian
  • rejected Oedipus conflict and penis envy ideas- said women just want same rights as men
  • rejected that personality developed mainly by early childhood experiences-said normal growth involves the full development of social relationships and one’s potential-but this development may be blocked by a sense of uncertainty and isolation called basic anxiety-leads to disorders, being neurotic, low self esteem
  • 3 patterns of attitudes ppl use to deal w basic anxiety: moving toward others, against others, or away from others
22
Q

Adler

A

Neo-Freudian-proposed theories encompassing birth order, theories about lifestyle and inferiority complex (develops in childhood-feeling of inferiority that’s largely unconscious-causes=being told dumb or not good at something to the extent that you believe it)-out of inferiority complex comes compensation, where one attempts to make up for these deficiencies (real of imagined) in some way

23
Q

Trait approach to personality

A
  • NEO-PI and Myers-Briggs tests based on this
  • personality trait=1 characteristic that might be seen across diff situations
  • combine a bunch of these traits and get personality type
  • temperament= a combo of personality, intensity of moods, and activity level-fairly stable over time
  • interested in what you can see, not what you think-measurable characteristics-so like behaviorists-plot where you fall on continuum for each trait
24
Q

Trait approach to personality-Allport

A
  • said each person has a unique personality-we each have a diff collection of dominant traits
  • the most important traits you have are your central traits-the most dominant traits-betw 5-10
  • also have another 5-10 secondary traits-see less often but still frequently enough that see in personality, some influence how you think and act
  • some ppl are dominated by 1 overwhelmingly dominant trait, called a cardinal trait-rare, usually bad
25
Q

Trait approach to personality-Eyesenck

A
  • said personality based on 3 traits/scales, could be plotted on 3D graph
  • vertical scale=emotional stability scale-how intense are your rxns to things-neurotic vs. stable
  • horizontal scale: how you act in social situations/how social are you-introverted vs. extroverted
  • last scale: called psychotic scale, but really about self-control-impulsive vs. restrained
26
Q

Trait approach to personality-Cattell

A

-did factor analysis with all adjs from dictionary, narrowed it down to 16 important traits-we have 16 personality factors, all have some measure of each-16PF based on this

27
Q

Trait approach to personality-“Big 5” Personality traits

A
  • OCEAN-Openness (tolerant and curious), Conscientiousness (hardworking, trustworthy, persistent, reliable), Extroversion (how social), Agreeableness (try to make sure everyone gets along-high need for affiliation), Neuroticism (emotional reactivity)
  • seems to be pretty accurate for most ppl-most used in psychology
28
Q

Trait approach to personality-Type A and Type B personalities

A
  • can switch over a lifetime
  • medicine is more interested in this one
  • comes from field of psychoimmunology
  • broad categories that describe how you react in certain situations-mostly when something frustrates or angers you
  • linked to heart disease-Type A have higher rate heart problems
  • Type A: ppl who are very controlling-worry a lot, plan ahead, time important, frustrated easily if something beyond your control slows you down/makes you late
  • Type B: laid back, go w the flow
29
Q

evaluation of trait theories

A
  • not everyone fits in these categories
  • but easy to use-measure
  • “big 5” seem to work for most ppl of all cultures
  • provide no explanation for how personalities develop-good place to start but need the why if have a personality trait you need to change
30
Q

cognitive-behavioral theories of personality: behavioral approaches

A
  • based on operant conditioning-Skinner and Watson important
  • personality is shaped by rewards and punishments you get for acting certain ways
  • our personality is simply the result of learned behavior when young based on rewards and punishments-neg and pos traits-sometimes rewarded for something bad, overly aggressive but get what you want w it, so keep trait-nice kid gets taken advantage of so stops being nice
  • but can start to think about it, aggression also gets me in trouble w teacher, so that’s where cognitive approaches come into play
31
Q

cognitive-behavioral theories of personality: cognitive approaches

A
  • not only are there behaviors and consequences, but also evaluate those consequences (assessment)
  • how we interpret what happens to use shapes our personality
  • Bandura and reciprocal determinism, attribution theory, explanatory styles, locus of control (last 3 based on idea that personality develops cuz we all interpret our world diff)
32
Q

reciprocal determinism

A
  • created by Bandura-part of cognitive approaches to personality
  • cycle of behavior, cognition, environment, then back around
  • start out w behaviors when young, rewarded or punished, think about this, decide to continue or not-put yourself into environment where can do that-try to choose environment that compliment our personalities-then choose to do things (behaviors) that make us happy
33
Q

Humanist approaches to personality - Carl Rogers

A
  • thought people were good, wanted to help them be nice
  • “person centered” theories and therapies: idea that don’t forget we’re talking about real human
  • personality develops based on self-concept and how does your self-concept relate to your ideal self: similar? or a large gap?
  • if large gap, get anxious and cope in bad ways w/drinking & drugs, may be depressed
  • gap may be due to ideal self unrealistic due to media, or parent’s lives (expect life to be just like theirs right out of college)
  • or gap may be because think they’re worse than they are. Self-concept and esteem low so see big gap that isn’t there. Still affects them cuz think it is big gap
  • unconditional positive regard
34
Q

unconditional positive regard

A
  • Even when you kid does something stupid, they should still feel valued, loved.
  • Emphasis on bad action/decision -“bad choice” not on kid - “you’re a terrible person”
  • See this in parenting advice and even with adult relationships in workplace
  • New pieces recently added: for really young kids, give them a chance to fix something, even if done badly and you need to redo it later. Makes them feel like they are making it better.
35
Q

Evaluation of Humanism

A
  • too optimistic, not everyone is a good person
  • downplay negative personality traits, don’t look at why some people are evil
  • believe in conscious behaviors, but not interested in testing things - hard to prove or disprove any of their theories
  • have contributed to many things, different approaches/theories, practical uses in dealing with others
36
Q

Cultural differences in personality development
EQ: How does cultural context (specifically collectivist vs. individualistic cultures) facilitate or constrain personality development?

A
  • lots of cross-cultural research to back up the influence of cultural context
  • see different traits in ppl of different countries, but sometimes this is cuz found through self reports may report closer to what culture says or cuz don’t seem unique cuz everyone is
37
Q

specifically collectivist

A
  • value group more
  • honor family
  • make school proud
  • don’t stand out-squash certain personality traits like being out of the ordinary
38
Q

individualistic cultures

A
  • emphasis on individual person

- important to be unique, stand out, center of attention, encourage unique traits

39
Q

Ways to study personality

A
  • ideographic methods - like case studies, study small group of people, typically looking at some kind of unusual personality trait, personality disorder, what makes them different from the rest of us?
  • nomothetic methods - look at big groups of ppl, see what traits they have in common, what’s normal?
40
Q

Ways to measure personality

A
  • objective tests - M.C., T/F, Briggs (not as reliable), MMPI, NEO, PI, IGPF
  • projective tests - inkblot, TAT (thematic apperception test - not as reliable)
41
Q

attribution theory

A
  • part of cognitive approaches to personality-created by Heider
  • personality develops based on deciding who/what deserves credit or blame for what happens to you
  • in some cases make a Situational Attribution, other cases make Dispositional Attribution, sometimes make a Fundamental Attribution Error
42
Q

situational attribution

A

blame/give credit to environment-class was easy, snowstorm-beyond our control-but if always make a situational attribution, never take blame, never learn and accept responsibility, can be be bad-also bad if always give credit to environment when it’s really your talent

43
Q

dispositional attribution

A

blame yourself/give yourself credit-blame your personality-good when right but bad if wrong, not always your fault, and the credit shouldn’t always go to you

44
Q

fundamental attribution error

A

very specific mistake-mistake you might make when trying to explain why someone did something bad to you-make a disp attribution when should make a sit attribution but talking about someone else-why did this person do something bad to me? blame other person but not really their fault, due to situation-car swerves and almost hits you, call them bad driver but they swerved cuz deer in road, not their fault, situation to blame

45
Q

explanatory styles

A
  • part of cognitive approaches to personality, created by Martin Seligman
  • looked at kids 8-12 who’d lost a parent
  • 2 very diff ways kids are explaining why bad things happened to them and how does it link to their future-this was part of personality
  • less than half the kids had an Optimistic Explanatory Style-able to separate this horrible thing happened to me, but not my fault, doesn’t predict future outcomes, future can be diff-most resilient cuz able to have hope for future despite the loss
  • the majority of the kids did not have this-had a Pessimistic Explanatory Style-had a much harder time separating past and future-because 1 bad thing happened to them, bad things will happen in future-bad thing was their fault-deserved it-causes this spiral of negative thoughts and events cuz start making connections between all bad events-become depressed
  • job as clinicians is to help kids move away from pessimistic explanatory style towards optimistic explanatory style
46
Q

locus of control

A
  • part of cognitive approaches to personality, created by Rotter
  • are you the one in charge or is it someone/thing else? do you feel you have control over your life?
  • internal locus of control: ppl who see themselves as the person who controls their fate-good cuz taking responsibility and blame when you should-bad if really extreme in this and give yourself too much credit for things due to chance-inflated egos-or may blame yourself when not your fault
  • external locus of control: ppl who believe things are beyond their control-more prone to anxiety and depression-good when don’t take blame for something not your fault but bad if don’t take blame or credit when is your fault/doing-but can be good if religious, cuz know God is taking care of it all, not anxious or depressed-also good if really don’t have control over life, so you’re accepting reality, not blaming yourself for something like an alcoholic parent
47
Q

evaluation of cognitive-behavioral approaches

A

-criticisms: this approach usually used when trying to find out why something has gone wrong-so only focus on one piece, the problem, not the whole person-just one aspect of personality, a disorder-also look at current thinking and forget to look in past-doesn’t always explain development of a personality trait-also cognition focuses on thinking, rational piece-but we don’t always act accordingly-sometimes act cuz of emotion-if impulsive don’t take this into consideration
on the pos side: cognitive theories emphasize conscious behaviors-choosing to do certain things, conscious choices, aware of-so when need to make changes can focus on something conscious, so ppl can help you make the change-why cognitive therapy is so helpful/important-also very testable

48
Q

Humanist approach to personality-history/background

A
  • humanists came about in 60s, same time as cognitive psych-both focus on conscious behaviors-rxn to Freud and neo-Freudians-thought behaviorists not taking into consideration how complicated a human is
  • kinda hippies-tend to see the good in ppl-quite optimistic-thought ppl’s personalities driven by need to be good ppl, accomplish things, reach potential
  • humanists got name from Renaissance, where individual was important, emphasis on humans and achievement
49
Q

Humanist approach to personality-important ideas

A
  • self-concept/self-awareness: who am I? interests, goals, strengths, relationships-list of facts, cognitive appraisal
  • self-esteem: do I like who I am? emotional appraisal-sometimes doesn’t match what other ppl might think-really care about math, but fam doesn’t, self-esteem lowers-or bad at english, but fam doesn’t care, so self esteem doesn’t lower
  • so sometimes self esteem and self concept don’t match
50
Q

Humanist approach to personality-Maslow

A
  • remember him from hierarchy of needs? first meet biological needs, then psychological needs, then self-actualization or reaching potential?
  • our goal is to be self-actualized, meet our potential-how we get there, the way we act-that’s our personality
  • Maslow looked at ppl he thought were self-actualized, what they had in common-3 things:
    1. valued themselves and other ppl
    1. good at understanding ambiguity (not everything is black and white, not always just 1 solution, life is complicated-important w conflicts and ethical dilemmas-good at putting yourself in another’s shoes)
      1. take problem-centered approaches to solving your dilemmas (tackle the actual problem instead of just your stress over it)

Psychology 1 (8 decks)

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