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Aging > Personality > Flashcards

Personality Flashcards

0
Q

Dispositional trait

A

Aspects of personality that are stable and enduring across different contexts and can be compared across a group along a continuum

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1
Q

Androgyny

A

Gender role reflecting the most adaptive aspects of the traditional masculine and feminine roles

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2
Q

Ego development

A

The fundamental changes in the ways in which our thoughts, values, morals, and god are organized. Transitions from one stage to another depend on both internal biological changes and external social changes to which the person must adapt

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3
Q

Epigenetic principle

A

In Erikson’s theory, the notion that development is guided by an underlying plan in which certain psychosocial issues have their own particular time of importance

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4
Q

5 factor model

A

A model of dispositional traits with the independent dimensions of neuroticism, extroversion, conscientiousness, openness to experience, and agreeableness

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5
Q

Hierarchical linear modelling (HLM) method

A

Creates a growth curve for each individual in a study and pieces the curves together to create an overall age trend

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6
Q

Life narrative

A

The aspects of personality that pull everything together. The integrative aspects that give a person an identity or sense of self

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7
Q

Life span construct

A

In whitbourne’s theory of identity, the way in which people build a view of who they are. The person’s unified sense of past, present, and future

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8
Q

Midlife correction

A

Re-evaluating one’a roles and dreams and making the necessary corrections

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9
Q

Personal concerns

A

Things that are important to people, their goals, and their major concerns in life

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10
Q

Possible selves

A

Aspects of the self-concept involving oneself in the future in both positive and negative ways

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11
Q

Self-concept

A

The organized, coherent, integrated pattern of self perceptions, which includes the notions of self esteem and self imagine

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12
Q

Spiritual support

A

The value of seeking pastoral care, participating in organized and non-organized religious activities, and expressing faith in a god who cares for people as a key coping strategy

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13
Q

3 assumptions about traits

A
  1. Traits are based on comparisons of people bc there are no absolute quantitative standards of concepts such as friendliness.
  2. The qualities or behaviours making up a particular trait must be distinctive enough to avoid confusion
  3. The traits attributed to a specific person are assumed to be stable characteristics
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14
Q

5 traits that are part of the big 5

A
  1. Openness to experience
  2. Conscientiousness
  3. Extraversion
  4. Agreeableness
  5. Neuroticism
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15
Q

6 facets of neuroticism

A
  1. Anxiety
  2. Hostility
  3. Self consciousness
  4. Depression
  5. Impulsiveness
  6. Vulnerability
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16
Q

Anxiety + hostility =

A

Fear and anger emotions

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17
Q

Self consciousness + depression =

A

Shame and sorrow emotions

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18
Q

Impulsiveness + vulnerability =

A

Impulsive behaviours

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19
Q

High anxiety

A

Nervous, high strung, tense, worried, pessimistic

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20
Q

High hostility

A

Prone to anger, irritable, hard to get along with

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21
Q

High self consciousness

A

Sensitive to criticism and teasing and to feelings of inferiority

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22
Q

Trait depression

A

Feelings of sadness, hopelessness, loneliness, guilt, and low self worth

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23
Q

Impulsiveness

A

A tendency to give in to temptation and desires bc of lack of willpower and self control

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24
Q

Vulnerability

A

Lowered ability to deal effectively with stress. Tend to panic in a crisis or emergency and to be highly dependent on others for help

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25
Q

In general, people high in neuroticism tend to be ____ in each of the traits

A

High

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26
Q

The 6 facets of extroversion can be grouped into 3 _____ traits and 3 _____ traits

A

Interpersonal

Temperamental

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27
Q

3 interpersonal traits of extroversion

A
  1. Warmth
  2. Gregariousness
  3. Assertiveness
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28
Q

3 temperamental traits of Extraversion

A
  1. Activity
  2. Excitement seeking
  3. Positive emotions
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29
Q

Warmth + gregariousness =

A

Sociability

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30
Q

Warmth

A

Aka attachment. Friendly, compassionate, intimately involved style of interacting with other people

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31
Q

Gregariousness

A

Thrive on crowds. The more social interaction, the better

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32
Q

Assertiveness

A

Make natural leaders. Take charge easily. Make up own minds. Readily express thoughts and feelings

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33
Q

The 6 facets of open was represent what 3 areas

A
  1. Fantasy
  2. Aesthetics
  3. Openness to action
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34
Q

Fantasy

A

Having a vivid imagination and active dream life

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35
Q

Aesthetics

A

Appreciation for art and beauty. Sensitivity to pure experience for its own sake

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36
Q

Openness to action

A

Willingness to try something new, whether it’s a new kind of cuisine, a new movie, or a new travel destination

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37
Q

Describe an antagonistic person

A 
Sets themselves against others 
Skeptical
Distrustful 
Callous 
Unsympathetic
Stubborn 
Rude 
Have defective sense of attachment
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38
Q

High conscientiousness

A 
Hard working
Ambitious 
Energetic
Scrupulous 
Persevering
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39
Q

Describe the criticisms leveled at the 5 factor model

A

Certain personality traits show change and are not stable

Methodological problems

Any model of dispositional traits says nothing about the core or essential aspects of human nature

Don’t allow you to predict how people will behave in a particular situation

Ignored the sociocultural context of human development

Reduces person to a set of scores on a series of linear continua anchored by terms that are assumed to be both meaningful and opposite

Assumes that respondent is able to take an objective, evaluative stance about his or her personal characteristics

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40
Q

Understand the concept of personal concerns

A

Conscious descriptions of what a person is trying to accompanied during a given period of life and what goals and goal-based concerns a person has

When people talk about themselves, don’t just use dispositional trait terms but provide narrative descriptions that rely on their life

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41
Q

Examine the main elements of Jung’s theory

A

Each aspect of a person’s personality must be in balance with all others. Each part is expressed in some way, whether through neurotic means or neurotic symptoms.

The 2 dimensions are introversion vs Extraversion and masculinity vs femininity

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42
Q

What happens to masculinity vs femininity as we get older

A

Young adults act in accordance with gender stereotypes appropriate to their culture. As they grow older, people begin to allow the suppressed parts of their personality out

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43
Q

What did Erikson’s theory call attention to

A

The cultural mechanisms involved in personality development

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44
Q

Explain Erikson’s theory

A

Personality is determined by the interaction bw an inner maturational plan and external societal demands. Each stage is marked by a struggle bw 2 opposing tendencies. The names of the stages reflect the issue that from the struggles. Resolution can be achieved through an interactive process involving both the inner psychological and outer social influences.

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45
Q

8 stages of Erikson’s theory

A
  1. Infancy
  2. Early childhood
  3. Play age
  4. School age
  5. Adolescence
  6. Young adulthood
  7. Adulthood
  8. Old age
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46
Q

Erikson’s infancy stage

A

Crisis - trust vs mistrust
Sig relations - maternal psn
Basic strength - hope

Developing trust in a works the infant knows nothing about. With trust comes security and comfort

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47
Q

Erikson’s early childhood stage

A

Crisis - autonomy vs shame and doubt
Sig relations - paternal people
Basic strength - will

Budding understanding that they are in charge of their own actions. Changes them from reactive beings to ones that can act on the world intentionally. Autonomy threatened by inclinations to avoid responsibility for their actions and to go back to the security of their first stage

48
Q

Erikson’s play age

A

Crisis - initiative vs guilt
Sig relations - basic family
Basic strength - purpose

Once kids discover they can act on the world and are somebody, they begin to discover who they are. Take advantage of wider experience to explore environment on own, ask questions, and imagine possibilities about themselves.

49
Q

Erikson’s school age

A

Crisis - industry vs inferiority
Sig relations - neighbourhood, school
Basic strength - competence

Children’s increasing interests in interacting with peers. Need for acceptance. Need to develop competencies. Manifested by desire to accomplish tasks by working hard. Failure results in feelings of inferiority

50
Q

Erikson’s adolescence stage

A

Crisis - identity vs role confusion
Sig relations - peer groups and out groups; models of leadership
Basic strength - fidelity

The choice we make is about who we can become. Choosing among a multitude of possible selves the one we will become. Identity confusion results when we’re torn over the possibilities. Struggle involves trying to balance our need to choose a possible self and the desire to try out many possible selves

51
Q

Erikson’s young adulthood stage

A

Crisis - identity vs isolation
Sig relations - partners in friendship, sex, competition, cooperation
Basic strength - love

Establishing a fully intimate relationship with another. Intimacy means sharing all aspects of oneself without fearing the loss of identity. One way to assist development of intimacy is to choose mate who represents the ideal of all one’s past experiences

52
Q

Erikson’s adulthood stage

A

Crisis - Generativity vs stagnation
Sig relations - divided labour and shared household
Basic strength - care

Generativity is the feeling that people must maintain and perpetuate society. Stagnation is the feeling of self absorption. Generativity is seen in parenthood, teaching, etc.

53
Q

Erikson’s old age stage

A

Crisis - integrity vs despair
Sig relations - humankind, “my kind”
Basic strength - wisdom

Growing awareness of the nearness of the end of life. But actually completed by only a small number of people. Task to examine and evaluate one’s life and accomplishments to make sense of them. Involves reminiscing with others and actively seeking reassurance that one had accomplished something in life. Those who progress successfully through other stages feel their lives have

54
Q

Logan’s extension to Erikson’s theory

A

Erikson’s theory can be considered a cycle that repeats from basic trust to identity and from identity to integrity. The developmental progression is trust/achievement/wholeness.

Throughout life, we establish that we can trust others and ourselves. Initially, learning about selves and others through first 2 stages. After, struggle to find a person with whom we can form a very close friendship yet not lose our own sense of self

We also have a need for achievement. First reflected in first 2 stages, whereas in adulthood represented by Generativity vs stagnation.

55
Q

Does Logan think that we come to a single resolution of our issues

A

No. We struggle with them throughout our lives

56
Q

Van Geert’s extension to Erikson’s theory

A

Erikson doesn’t make clear why certain issues are dealt with early in development and others are delayed. Erikson also doesn’t explain why transitions from one stage to the next happen. Can Geert fills these gaps.

Sequence of stages guided by 3 developmental trends:

  1. Inward orientation to the self gradually replaces an outward orientation to the world
  2. We move from using very general categories in understanding the world to more specific ones
  3. We move from operating with limited ideas of social and emotional experiences to more inclusive ideas
57
Q

Kotre’s extension to Erikson’s theory

A

Erikson’s theory is too broad to capture the essence of adulthood. Adults experience many opportunities to express Generativity that are not equivalent and don’t lead to a general stage. Sees Generativity as a set of impulses felt at different times in different settings.

5 types of Generativity:

  1. Bio and parental Generativity
  2. Technical Generativity
  3. Cultural Generativity
  4. Agentic Generativity
  5. Communal Generativity
58
Q

Biological and parental generativity

A

Raising children

59
Q

Technical Generativity

A

Passing on specific skills from one generation to another

60
Q

Cultural Generativity

A

Being a mentor

61
Q

Agentic Generativity

A

Desire to do something that transcends death

62
Q

Communal Generativity

A

Participation in mutual, interpersonal reality

63
Q

Himacheck’s extensjon to Erikson’s theory

A

Provides behavioural and attitudinal descriptors of Erikson’s last 3 stages. The descriptors are meant to create a series of continua of possibilities for individual development. This reflects the fact that few people have an exclusive orientation to either intimacy or isolation, but more commonly show some combo of the two. These behavioural and attitudinal descriptors provide a framework for researchers who need to operationalize Erikson’s concepts

64
Q

McAdams’ model

A

One of the best empirically based efforts to describe Generativity. Shows how Generativity results from the complex interconnections bw societal and inner forces.

These interconnections create concern for the next generation and a belief in the goodness of the human enterprise, leading to generative commitment, which includes generative actions.

Person derives personal meaning from being generative by constructing a life story or narration, which helps create the person’s identity.

Includes generative concern and generative action.

Although they can be expressed by adults of all ages, certain types of Generativity are more common at some ages. Middle aged show greater preoccupation with Generativity and have more generative commitments. This is associated with effective parenting and socialization of adolescents.

There is emerging evidence of Generativity in teenagers and young adults and the important role that adults have in fostering this development.

65
Q

According to mcadams, more generative themes in 20 year olds were associated with their parents’ what 3 things?

A
  1. Autonomy-encouraging practices
  2. Their emphasis on caring in family stories
  3. Their authoritative parenting style
66
Q

According to mcadams, what individual factors were associated with generative theme usage at age 20?

A
  1. Prosocial reasoning

2, volunteering behaviour

67
Q

Loevinger’s theory (stages not included)

A

The ego is the chief organizer. The ego integrates our morals, values, goals and thought processes. Because this integration is so complex and influenced by personal experiences, it’s the primary resource of individual differences of all ages beyond jnfancy. Includes ego development

68
Q

Loevinger’s 6 stages of ego development

A
  1. Conformist
  2. Conscientious-conformist
  3. Conscientious
  4. Individualistic
  5. Autonomous
  6. Integrated
69
Q

Conformist stage of ego development

A

Obedience of external social rules

70
Q

Conscientious conformist stage of ego development

A

Separation from norms and goals. Realization that acts affect others.

71
Q

Conscientious stage of ego development

A

Beginning of self-evaluated standards

72
Q

Individualistic stage of ego development

A

Recognition that the process of acting is more important than the outcome

73
Q

Autonomous stage of ego development

A

Respect for each person’s individuality, tolerance for ambiguity

74
Q

Integrated stage of ego development

A

Resolution of inner conflicts

75
Q

At each stage of ego development, Loevinger’s identified what 4 areas important to developmental progression?

A
  1. Character development
  2. Interpersonal style
  3. Conscious preoccupations
  4. Cognitive style
76
Q

Character development

A

Reflecting a person’s standards and goals

77
Q

Interpersonal style

A

Reflecting a oerson’s pattern of relations with others

78
Q

Conscious preoccupations

A

Reflecting the most important things on the person’s mind

79
Q

Cognitive style

A

Reflecting the characteristic way in which the person thinks

80
Q

Sentence completion test

A

Developed by Loevinger to provide a measure of her ideas about ego development. Consists of sentence fragments that respondents complete. Scored in terms of the ego developmental level they represent

81
Q

Examine the research evidence for Loevinger’s stages

A

Ego level was the best predictor of social judgments by adolescents and young, middle aged, and older adults about negative outcomes in interpersonal relationships

Ego level was strong predictor of coping strategies used across life span from childhood to old age.

Are related increases in ego level associated with higher levels of social reasoning or with more mature coping styles

82
Q

Evidence for midlife crisis

A

Difficult issues like one’a own mortality and inevitable aging are supposed to be faced. BehVioural changes like buying sports car. Middle aged men reported intense internal struggles like depression

83
Q

Evidence against midlife crisis

A

May be the case that those who experience crisis may be those who are suffering from general problems of psychopathology.

Women in their 20s were more likely to be uncertain and dissatisfied than women in midlife. Middle aged women rarely mentioned normative developmental milestones, but instead events like divorce and job transfers.

Berkeley studies found that middle aged men said their careers were more satisfying. Men and women more confident, insightful, introspective, open, and better equipped to handle stressful situations

Midlife crisis accepted bc of mass media.

84
Q

Labuvie and Diehl’s view of midlife crisis

A

There is a reorganization of the self and values across the adult life span. People in middle adulthood show the most complex understanding of self, emotions, and motivations.

Thus, a midlife crisis may be the result of general gains in cognitive complexity from early to middle adulthood.

Well educated women who reported regrets about adopting traditional feminine role and subsequently made adjustments in midlife better off than those who didn’t make adjustments.

Rather than midlife crisis, more appropriate to think of it as a midlife correction

85
Q

McAdams’ life story model (don’t include the stages)

A

Person’s sense of identity can’t be understood using the language of dispositional traits or personal concerns. People create life story that is an internalized narrative. The life story has it’s roots in the development of one’a earliest attachments in infancy

86
Q

7 essential features of the life story

A
  1. Narrative tone
  2. Image
  3. Theme
  4. Ideological setting
  5. Nuclear episodes
  6. Character
  7. Ending
87
Q

Narrative tone

A

Emotional feel of the story. Ranges from bleak pessimism to blithe optimism

88
Q

Image

A

Characteristic sights, sounds, and emotionally charged pictures, symbols and metaphors that a person incorporates

89
Q

Theme

A

Recurrent patterns of motivational content, reflected in terms of the person repeatedly trying to attain his or her goals over time

90
Q

The 2 most common themes in life stories

A
  1. Agency (power, achievement, autonomy)

2. Communion (love, intimacy, belongingness)

91
Q

Ideological setting

A

The backdrop of beliefs and values, or the ideology a person uses to set the context for his or her actions

92
Q

Nuclear episodes

A

Key scenes involving high symbolic high points, low points, and turning points. These episodes provide insight into scenes involving perceived change and continuity in life. People prove to themselves or others that they have either changed or remained the same by pointing to specific events that support the appropriate claim

93
Q

Character

A

Idealizations of the self, such as dutiful mother or reliable worker.

94
Q

Ending

A

Self is able to leave a legacy that creates new beginnings. Life stories of middle aged and old have a clear quality of giving birth to a new generation, a notion essentially identical to Generativity

95
Q

Elements of family stories in childhood

A

Medium - reminiscence
Meaning - sharing everyday memories is relational
Metaphor - how do I behave
Coherence - narrative and social competence

96
Q

Elements of family stories in adolescence

A

Medium - dialogue
Meaning - synthesizing different experience lays foundation for coherence
Metaphor - who am I
Coherence - coherence of identity

97
Q

Elements of family stories in adulthood

A

Medium - prosaic (everyday events)
Meaning - relationship histories
Metaphor - what do others mean to me
Coherence - coherence across relationships

98
Q

Elements of family stories in older adulthood

A

Medium - epochal (family history)
Meaning - family reservation
Metaphor - what does my life mean to others
Coherence - coherence across generations

99
Q

Whitbourne’s identity theory

A

People build their own conceptions of how their lives should proceed. The result of this process is the life span construct.

100
Q

2 structural components of whitbourne’s identity theory

A
  1. Scenario

2. Life story

101
Q

Scenario

A

First structural component of whitbourne’s identity theory. Expectations for the future. Strongly influenced by age norms that define key transition points. Tagging certain expected events with a particular age or time by which we expect to complete them creates a social clock. Once you move into the positions laid out in the scenario, you begin to create a second component - life story

102
Q

Life story

A

Second structural component of whitbourne’s identity theory. Give events personal meaning and a sense of continuity. Becomes our autobiography. What we tell others when they ask about our past. Eventually becomes over rehearsed and crystallized. Distortions occur with time and retellings which allow the person to feel that he or she was on time, rather than off time, in terms of past events in the scenario. That way, people feel better about their plans and goals and are less likely to feel a sense of failure

103
Q

Assimilation

A

Using existing aspects of identity to handle present situations

104
Q

Accommodation

A

Person’s willingness to let the situation determine what he or she will do

105
Q

What is a negative consequence of over reliance on assimilation

A

Makes the person resistant to change

106
Q

2 major sources of identity for whitbourne’s participants

A
  1. Loving

2. Work

107
Q

Identity and experiences scale - general

A

Measures identity processes in adults. Whitbourne’s model has been expanded to incorporate how people adapt more generally to middle age and the aging processes. Assesses people’s use of assimilation and accommodation in forming identity in a general sense and is based on her earlier work

108
Q

Kegan’s work on the development of the self-concept during adulthood

A

Emphasizes that personality development doesn’t occur in a vacuum. Understanding of self concept is enhanced by understanding of how it related to other dimensions of development. Extended his thinking to include mechanisms of change such as the language we use to understand or social lives. His 6 stages of development of the self correspond to the 6 stages of cognitive development

109
Q

Kegan’s 6 stages of self-concept development

A
  1. Incorporative
  2. Impulsive
  3. Imperial
  4. Interpersonal
  5. Institutional
  6. Inter individual
110
Q

How long does significant growth of the representation of the self last

A

Lifelong. Continues throughout adulthood

111
Q

Mortimer found that self image consisted of what 4 dimensions? What do each of them mean?

A
  1. Well being (self perceptions of happiness, lack of tension and confidence)
  2. Interpersonal qualities (self perceptions of sociability, interest in others, openness, and warmth)
  3. Activity component (self perceptions of strength, competence, success, and activity)
  4. Unconventionality dimension (self perceptions of self as impulsive, unconventional and dreamy)
112
Q

Selves that we would like to become for adults of varying ages

A

Young adults listed family concerns and getting started in an occupation.

Middle adults listed family concerns last. Their main issues concerned personal things like being a more loving and caring person

By ages 40-59, family issues again became most common, like being a parent who can let go of children and reaching satisfactory performance in one’s career.

For adults 60+, personal issues were most prominent, like being active and healthy for another decade and establishing satisfactory living arrangements and adjusting to retirement

113
Q

Feared possible selves for adults of varying ages

A

All age groups listed physical issues as their most common fear.

For the younger groups, being overweight and for women, being wrinkled and unattractive when old were common mentioned.

For middle aged, fear if having Alzheimer’s disease or becoming unable to care for self were common responses.

114
Q

Who is more like to have multiple possible selves - old or young?

A

Young

115
Q

How do people see themselves as changing over time

A

Young and middle aged see themselves as improving with age and expecting to continue getting better in the future.

Old see themselves as having remained stable over time, but they for see decline in their future.

116
Q

Describe the role of religion in the developing self

A

When faced with daily problems of living, old use their faith more than anything else, including family and friends, as a coping mechanism

117
Q

What did older adults with little religious commitment experience

A

The lowest feelings of self worth

118
Q

What % of people remain in the same gender role category over a 10 year period

A

54

Aging (9 decks)

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