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Princeton Psych/Soc > Personality, Attitude, and Behavior > Flashcards

Personality, Attitude, and Behavior Flashcards

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1
Q

Big 5 personality traits

A
  • Openness to experience
  • Conscientiousness
  • Extraversion
  • Agreeableness
  • Neuroticism - most psychopathology
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2
Q

psychoanalytic theory of personality

A
  • Freud

- Erickson

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3
Q

libido

A
  • life instinct drives behaviors focused on pleasure, survival, and avoidance of pain
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4
Q

death instinct

A
  • drives behaviors fueled by unconscious desire to die, hurt oneself, or others
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5
Q

id

A
  • largely unconscious

- responsible for our drives to avoid pain and seek pleasure

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6
Q

ego

A
  • responsible for logical thinking and planning

- attempts to compromise between id and supergo

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7
Q

superego

A
  • responsible for our moral judgements of right and wrong

- strives for perfection

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8
Q

psychosexual stages of development

A
  • oral
  • anal
  • phallic
  • latency
  • genital
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9
Q

oral

A
  • 0-1
  • mouth(sucking, chewing, eating, biting, vocalizing)
  • orally agressive: verbal abuse
  • orally passive: smoking, overeating
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10
Q

anal

A
  • 1-3
  • anus (bowel and bladder control)
  • anal retentive: overly neat, tidy
  • anal expulsive: disorganized
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11
Q

phallic

A
  • 3-6
  • genitals (masturbation)
  • penis envy
  • Oedipus complex (males) - fall in love with mom. feel competitive with dad
  • Electra complex (females) - fall in love with dad. feel competitive with mom.
  • fall out of love with opposite sex parent and can identify with same sex parent.
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12
Q

latency

A
  • 6-12

- no sexual feelings

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13
Q

genital

A
  • 12+
  • sexual interests mature
  • frigidity, impotence, difficulty in intimate relationships
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14
Q

how Erikson extended Freud’s ideas

A
  • including social and interpersonal factors

- extending the stages through adulthood

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15
Q

Erikson’s stages

A
  • Trust vs. Mistrust
  • Autonomy vs. Shame
  • Initiative vs. Guilty
  • Industry vs. Inferiority
  • Identity vs. Role Confusion
  • Intimacy vs. Isolation
  • Generativity vs. Stagnation
  • Integrity vs. Despair
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16
Q

Trust vs. mistrust

A
  • infancy
  • trust: infant needs met
  • mistrust: infant needs not met
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17
Q

autonomy v. shame

A
  • early childhood
  • autonomy: children learn self-control
  • shame: children remain dependent
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18
Q

initiative v. guilt

A
  • preschool age
  • initiative: children achieve purpose
  • guilt: children thwarted in efforts
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19
Q

industry v. inferiority

A
  • school age
  • industry: children gain competence
  • inferiority: children feel incompetent
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20
Q

identity v. role confusion

A
  • adolescence
  • identity: adolescence learn sense of self
  • RCL adolescence lack own self identity
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21
Q

intimacy v. isolation

A
  • young adulthood
  • intimacy: YA develop mature relationships
  • isolation: YA unable to create social ties
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22
Q

generativity v. stagnation

A
  • middle age
  • generativity: adults contribute to others/society
  • stagnation - adults feel life is meaningless
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23
Q

integrity vs. despair

A
  • later life
  • integrity: adults develop wisdom
  • despair: adults feel unaccomplished
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24
Q

humanist perspective of personality

A
  • Rogers
  • humans are driven by an actualizing tendency to realize their own highest potential, and personality conflicts arise when this is somehow thwarted.
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25
Q

self concept influenced by

A
  • unconditional and conditional positive regard
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26
Q

unconditional positive regard

A
  • have the opportunity to achieve self actualization
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27
Q

conditional positive regard

A
  • feel worthy only when they’ve met certain conditions
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28
Q

incongruence

A
  • difference between real self and ideal self

- may cause psychopathology

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29
Q

behaviorist perspective

A
  • BF Skinner
  • personality is a result of learned behavior patterns based on our environment
  • does not take thoughts and feelings into account
  • people begin as blank slates and environmental reinforcement and punishment completely determine an individual’s subsequent behavior and personalities
  • all behavior is a result of conditioning
30
Q

social cognitive perspective

A
  • Bandura

- personality is a result of reciprocal interactions among behavioral, cognitive, and environmental factors

31
Q

behavioral component

A
  • patterns of behavior learned through classical and operant conditioning
  • observational learning
32
Q
  • cognitive component
A
  • mental processes involved in observational learning

- conscious cognitive processes such as self-efficacy beliefs

33
Q

environmental component

A
  • situational influences such as rewards, opportunities, and punishments.
34
Q

trait perspective

A
  • personality is a result of traits, which are habitual patterns of behavior, thought, and emotion that are relatively stable over time
35
Q

cardinal traits

A
  • dominate an individual’s whole life, often to the point that the person becomes known specifically for these traits
36
Q

central traits

A
  • the general characteristics that form the basic foundation of personality
37
Q

secondary traits

A
  • traits that are sometimes related to attitudes or preferences and often appear only in certain situations or under specific circumstances
38
Q

biological perspective

A
  • Eysenck

- personality is a result of individual differences in brain biology

39
Q

Eysenck’s theories

A
  • personality traits are hierarchical with a few basic traits giving rise to a large array
  • genetically determined differences determine personality traits
  • variations in extraversion and neuroticism give rise to different types of personality
40
Q

behavioral genetics

A
  • a field in which variation among individuals is separated into genetic versus environmental components
  • nature vs. nurture
41
Q

shared environment

A
  • environment shared by siblings reared in the same family
42
Q

nonshared (unique) environment

A
  • the environment unique to the individual
43
Q

heritability

A
  • a metric used to determine how much of a variation is caused by genetic differences
44
Q

epigenetic differences

A
  • translational changes in DNA sequences that are triggered by altering DNA sequences
  • caused by environment or development
  • result in phenotypic differences
45
Q

attitude

A
  • our evaluation of other people, events, etc
  • formed from our past experiences and are measurable and changeable
  • have an important impact on our emotions and behaviors
46
Q

components of attitude

A
  • Affect - our feelings
  • Behavior - our internal and external responses
  • Cognition - our thoughts and beliefs
47
Q

situations in which attitude better predicts behavior

A
  • social influences are reduced - behavior susceptible to social influences
  • general patterns of behavior, not specific, are observed
  • specific attitudes, rather than general, are considered
  • self reflection occurs
48
Q

situations in which behaviors are more likely to influence attitude

A
  • role playing - Zambardo experiment
  • public declarations
  • justification of effort
49
Q

principle of aggregation

A
  • attitude affects a person’s aggregate or average behavior, not each isolated act.
50
Q

cognitive dissonance

A
  • we feel tension whenever we hold two thoughts or beliefs to that are incompatible, or when our attitudes and behaviors don’t match.
  • to reduce this, we make our views of the world match how we feel or what we’ve done
51
Q

components of emotion

A
  • physiological (bodily) - physiological arousal or excited state
  • behavioral (action) - expressive behaviors that accompany the emotion
  • cognitive (mental) - appraisal and interpretation of the situation
52
Q

universal emotions

A
  • expressed across all cultures by all humans
  • happy
  • sad
  • fear
  • anger
  • disgust
  • surprise
53
Q

Yerkes-Dodson Law

A
  • relationship between performance and arousal
  • inverted U
  • for most people in most tasks, the best arousal is a medium level
54
Q

how is emotion adaptive?

A
  • enhances survival by promoting quick decisions
  • promotes group cohesion and solidarity
  • helps in decision making on a daily basis
55
Q

James-Lange theory of emotion

A
  • physiological arousal causes emotion
56
Q

Cannon-Bard theory of emotion

A
  • emotion and physiological arousal happen simultaneously and independently
57
Q

Schachter-Singer theory of emotion

A
  • emotion determined by arousal and context

- cognitive interpretation

58
Q

thalamus

A
  • sensory relay station from senses except smell
59
Q

hypothalamus

A
  • motivated behaviors
  • hunger
  • thirst
60
Q

frontal lobe

A
  • executive functions
  • regulation of emotions
  • decision making
61
Q

olfactory bulb

A
  • processes smell
62
Q

amygdala

A
  • fear
63
Q

hippocampus

A
  • memory consolidation

- short term memory to long term memory

64
Q

motivation

A
  • the driving force that causes us to act or behave in certain ways
65
Q

instincts

A
  • behaviors that are unlearned and are present in fixed patterns throughout a species
66
Q

drives

A
  • urges originating from a physiological discomfort
67
Q

needs

A
  • includes basic and higher-order needs
68
Q

arousal

A
  • even when a person’s needs have already been met
69
Q

drive-reduction theory

A
  • a physiological need creates an aroused state that drives the organism to reduce the need by engaging in some behavior
  • similar to a negative feedback loop
70
Q

Maslow’s hierarchy of needs

A
  • physiological needs
  • safety needs
  • love and belonging
  • esteem needs
  • self-actualization
  • not all needs are created equal and some take priority over others
  • if the needs at the bottom are met, then we will seek higher needs.

Princeton Psych/Soc (7 decks)

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