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Uni - 3rd sem > Personality psychology > Flashcards

Personality psychology Flashcards

what does mean

1
Q

What is personality?

A

Personality is composed of characteristics that explain/ justify the consistency of a person’ behavioral pattern.

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2
Q

What are the activities from the job description of a personologist?

A
  • OBSERVE - intentional + systematic
  • DEVELOP THEORIES - based on empirical data
  • FORMULATE PREDICTIONS - assumptions based on statistical data
  • TEST PREDICTIONS - manipulate reality + analyze the subjects’ answers
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3
Q

What is self?

A

A person’s essential being that distinguishes them from others

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4
Q

What are the self components?

A
  • SELF-CONCEPT - knowledge about the self, organized as collections of schemes about the self; The main reasons underlying self-knowledge are: SELF- ASSESEMENT - desire to know things about ourselves, predictability, control, SELF-VERIFICATION - self-confirmation and SELF-ENHANCEMENT - maintaining a positive self-image and acquiring new positive self-knowledge
  • SELF-ESTEEM - analysis of one’s own value as a person (involves assessing one’s knowledge of oneself in terms of good or bad)
  • IDENTITY - components that answer the question “who I am”, resulting from person-environment interaction: perception of others, interpersonal style, reputation + perceived potential + values and principles
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5
Q

What are some factors that influence self development?

A
  • Life experiences and events
  • Developmental factors
  • Culture
  • Internal and external resources
  • History of success and failures
  • Major crises
  • Age, illness, traumas
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6
Q

How do you evaluate personality?

A
  • questionnaires
  • other-rating questionnaires
  • clinical interview
  • behavior assessment
  • archival data and personal history
  • specific instruments emerged in every paradigm (e.g. projective tests, Q sort etc.)
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7
Q

PSYCHODYNAMIC PERSPECTIVE - WHAT – PERSONALITY STRUCTURE

A
  1. TOPOLOGICAL MODEL - levels of consciousness/ awareness of an experience
    - CONSCIOUS - events that we become aware of at a given moment
    - PRECONSCIOUS - phenomena that can become conscious if we focus our attention on them (the phone number e.g.)
    - UNCONSCIOUS - phenomena inaccessible to consciousness, which can only be brought into awareness under very special conditions (hypnosis e.g.)
  2. STRUCTURAL MODEL - personality instances
    - ID - pleasure principle
    - EGO - reality principle
    - SUPEREGO - moral principle
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8
Q

PSYCHODYNAMIC PERSPECTIVE - PERSONALITY STRUCTURE – CONCLUSIONS

  1. The concepts of conscious, preconscious, and unconscious, as well as Id, Ego, and Superego, are highly abstract and insufficiently defined.
  2. They represent psychological processes and specific modes of functioning of the psyche, NOT mental locations.
  3. We don’t possess these structural units, but it’s observed that certain human behaviors are better explained when we utilize these concepts.
  4. A major aspect of Freud’s view of the person concerns the relation between the individual and society: people were born innocent but corrupted by society.
A
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9
Q

PSYCHODYNAMIC PERSPECTIVE - WHY – PERSONALITY PROCESSES

A

Behavior is interpreted as a result of the dynamic interplay among motives, drives, needs, and conflicts. The interaction between the EXPRESSION and INHIBITION (blocking + transforming) of an instinct forms the foundation of the dynamism in psychoanalytic theory.

Early theories:
- ego instincts + sexual instincts
Late theories:
- life instincts (ego instincts + sexual instincts) + death instincts

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10
Q

PSYCHODYNAMIC PERSPECTIVE - HOW – GROWTH + DEVELOPMENT OF PERSONALITY

Two key aspects in personality development:
- Individual goes through certain stages of development;
- The importance of early childhood experiences due to their impact on later behavior.

A
  1. DEVELOPMENT OF THOUGHT PROCESS
    - Primary Thought Process = language of the unconscious (ID) (without syntax)
    - Secondary Thought Process = language of the conscious mind (syntax of reality)
    - Alongside the development of secondary thought, the individual’s ego and superego gradually structure
  2. DEVELOPMENT OF INSTINCTS
    Source of instincts = organic tension that tends to center (localize) in specific regions of the body, called erogenous zones

Stages of Psychosexual Development - 5 stages (0-13 years):
- ORAL - 0 - 1 ½ years
-> Mouth – area of maximum sensitivity and excitement
-> Conflict: Introduction of feeding behavior rules + Prohibition of inserting objects into the mouth.

  • ANAL - 1 ½ - 3 years
    -> Anus – area of maximum sensitivity and excitement
    -> Conflicts – education for restraint + toilet behavior.
  • PHALLIC - 3 – 6 years
    -> Genital Organs – sensitivity/excitement
    -> Conflicts: Oedipus Complex – boys + Electra Complex – girls.
  • LATENCY - 6 – 12 years
    -> No distinct sensitivity zones
    -> Rapid development of the Super-Ego – awareness of moral deviations (sin)
    -> Friendships with children of the same sex
  • GENITAL - 13 years – adulthood
    -> Establishment of heterosexual relationships;
    -> Desire for sexual relationships/procreation.
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11
Q

!Freud was NOT the first psychologist to emphasize the importance of the unconscious in mental life!

A
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12
Q

What are defense mechanisms?

A

Defense mechanisms are ways through which the human being distorts reality and removes fears from conscious awareness. They are functions carried out by the ego; they are a strategic effort by the ego to cope with the socially unacceptable impulses of the id.

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13
Q

What are some examples of defense mechanisms?

A
  • Avoidance
  • Compensation
  • Conversion
  • Denial
  • Dissociation
  • Displacement
  • Humor
  • Identification
  • Introjection
  • Isolation
  • Projection
  • Repression
  • Regression
  • Splitting
  • Sublimation
  • Suppression
  • Undoing
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14
Q

The Fundamental Assumptions of Humanistic Psychology

A
  1. Human beings, at their core, are good – a positive nucleus.
  2. Human potential exceeds the level of investment made.
  3. Each individual is responsible for their own achievements.
  4. The focus should be on the present moment of the subject.
  5. Personality = an integrated system.
  6. Personality is intentional = the individual is an active part of their personality – able to control it.
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15
Q

Rogers - structure

A

The Self = part of the phenomenal field perceived as belonging to us (real self)

Ideal self = the desired image

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16
Q

Rogers - processes

A

Self-Actualization refers to the organism tendency to go from a simple entity to a complex entity, from being dependent to independent and from being characterized by fixation, rigidity to pursuing freedom of expression.

Self-Consistency and Congruence refers to the organism function to maintain consistency of self-perceptions and a congruence between self-perception and experience. The organism seeks to maintain its own structure – the self.

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17
Q

Rogers - growth and development

A

Growth and development involve:
- Increasing complexity
- Increasing autonomy
- Socialization

18
Q

Maslow - structure

A

The pyramid of human needs (biological and psychological needs):
1. Physiological needs
2. Safety needs
3. Love/ belonging needs
4. Esteem needs
5. Self-actualization baby

19
Q

Maslow - processes

A

Progress through these levels of needs:

1.Deficiency needs: first 4 levels are considered deficiency needs because they arise from a lack of something and motivate people to fulfil these deficits

  1. Being needs: self-actualization, needs about personal growth, fulfilment etc
20
Q

Maslow - growth and development

A

-hierarchy progression
-individual differences
-self-actualization: involves personal growth, a sense of purpose, creativity, and a deep understanding of oneself; it’s a continual process of becoming the best version of oneself

21
Q

CHARACTERISTICS OF SELF-ACTUALIZED PEOPLE

A

realistic + self and others-accepting + open + spontaneous + enjoys the journey, not the destination + autonomous + enjoy solitude and privacy + responsible + creative

22
Q

PERSON/CLIENT-CENTRED APPROACH - HOW TO provide the right social environmental conditions?

A
  • Unconditional positive regard
  • Empathy
  • Congruence/ genuineness
23
Q

PERSON/CLIENT-CENTRED APPROACH - TECHNIQUES

A
  1. Set clear boundaries
  2. The client knows best
  3. Act as a sounding board
  4. Don’t be judgmental
  5. Don’t make decisions for them
  6. Concentrate on what they are really saying
  7. Be genuine
  8. Accept negative emotions
  9. How you speak can be more important than what you say
  10. I may not be the best person to help
24
Q

Social Cognitive - structure

A

-competence and skills
Context specificity - A person who is competent in one context may not be competent in another. This emphasis on context specificity differentiates social-cognitive theory from trait approaches which feature context-free personality variables
Psychological change - Competencies are acquired through social interaction and observation of the social world

-expectancies and beliefs
Beliefs = what the world actually is like
Expectancies = when the beliefs are placed in the future
Context specificity - Two people may experience similar environmental events, yet develop different expectations about what is likely to happen in the future

  • evaluative standards
    Evaluative standards = mental standard is a criterion for judging the goodness, or worth, of a person, thing, or event
  • behavioral standards and personal goals
    Goal = mental representation of the aim of an action or course of actions
    Expectancies influence the process of goal setting. When selecting goals, people generally reflect on their expectations about their performance. People with higher perceptions of self-efficacy often set higher goals and remain more committed to them.
25
Q

Social Cognitive - processes

A

-reciprocal determinism - personality, behavior, and the environment must be understood as a system of forces that mutually influence one another across the course of time

-cognitive–affective processing system (CAPS) framework - First, cognitive and emotional personality variables are seen as being complexly linked to one another. The second key feature of the CAPS model concerns the social environment. The third feature follows naturally from the second one. If different situational features activate different parts of the overall personality system, then people’s behavior should vary from one situation to another.

26
Q

Social Cognitive - growth + development

A
  • observational learning (or learning through “modeling”)
    Vicarious conditioning -> observation of consequences to a model affects performance but not acquisition

-motivation

-self-control
Self-regulation involves not only getting started in goal attainment but also avoiding environmental distractions and emotional impulses that might interfere with one’s progress

(Self-efficacy - the perceived ability to face specific situations (the feeling of appropriateness and efficiency); self-efficacy is situational;
Developing self-efficacy:
- finalizing actions
- vicarious experience
- verbal persuasion)

27
Q

Distinction: imitation != modeling != identification

A

Imitation involves copying actions, modeling includes understanding the rationale behind the actions, and identification goes further by emotionally connecting and integrating aspects of the model into one’s own identity.

28
Q

Self-regulation processes tells us when to try and when to stop. What are the main processes?

A
  • Self-efficacy perceptions
  • Goals
  • Self-evaluation of behavior
29
Q

What are the effects of goals and performance feedback on motivation?

A

Greater discrepancies between standards and performance would generally lead to greater self-dissatisfaction and efforts to improve performance.
However, a critical ingredient of such efforts is self-efficacy judgments. Self-efficacy judgments, as well as self-evaluative judgments, mediate between goals and goal-directed effort.

30
Q

Performance feedback and self-efficacy judgments also are important to the development of intrinsic interest - How can the psychologists enhance students’ interest in learning and performance?

A
  1. helping them to break down tasks into subgoals
  2. helping them to monitor their own performance
  3. providing them with feedback that increased their sense of self-efficacy
31
Q

What is a key concept in social cognitive theory?

A

Behavior is the result of an interaction between the person and the environment . People are viewed as capable of actively directing their own lives and learning complex patterns of behavior in the absence of rewards.

32
Q

Some indicators of innovation self-efficacy include:

A
  • Exploration, observation, and awareness in terms of paying attention to what is going on around you
  • Learning to adopt other viewpoints
  • Making connections and processing information
  • Showing creativity and having unique ideas
  • Testing ideas for validity, feasibility, and desirability
  • Showing persistence
  • Setting goals and choosing how to proceed
  • Crafting and sharing information through written and oral means
  • Translating ideas into visualizations
33
Q

What are traits?

A

TRAITS = generalized and personalized determining tendencies—consistent and stable modes of an individual’s adjustment to his environment

34
Q

Trait theory assumptions

A
  • individuals have predispositions (called traits) to respond in a particular way to a variety of stimuli
  • human behavior and implicitly personality can be organized in a hierarchical structure of traits
35
Q

GORDON ALLPORT’S THEORY - the central assumptions:

A

Traits:
- are fundamental units of personality
- are real (they truly exist) and are biologically grounded
- are predispositions of the human subject to respond in the same way to different situations
- explain behavioral consistency.
- have three properties: frequency + intensity + degree of generality/ range of situations

Allport analyzed not only stable traits but also motivational processes. He emphasized the functional autonomy of human motives.
A final distinguishing feature of Allport’s contributions is his emphasis on the uniqueness of the individuals – idiographic research - in-depth studies of individual persons are viewed as a path for learning about people generally

36
Q

GORDON ALLPORT’S THEORY - types of traits:

A

-Cardinals = concept for a disposition that is so pervasive and outstanding in a person’s life that virtually every act is traceable to its influence (authority, sadism)

-Centrals = express dispositions that cover a more limited range of situations than is true for cardinal traits (honesty, assertiveness)

-Secondary = traits that are the least conspicuous, generalized, and consistent. In other words, people possess traits with varying degrees of significance and generality (pretty easygoing, but you might become short-tempered when under much pressure)

37
Q

HANS EYESENCK’S THEORY - basal dimensions of personality:

A

Hierarchical analysis: simple level = specific responses, higher level = higher-order factors (superfactors), most abstract level
Three factor personality structure model:
- Introversion – extroversion
- Neuroticism
- Psychoticism

(ANOVA)

38
Q

RAYMOND CATTELL’S THEORY - type of traits:

A

-Surface Traits – express observable, seemingly related behaviors (40)

-Source Traits (Deep Traits) – express actual, underlying behaviors (16)
Identified 16 source traits which he grouped in three categories: ability traits, temperament traits, and dynamic traits.
- Ability traits refer to skills and abilities that allow the individual to function effectively. Intelligence is an example of an ability trait.
- Temperament traits involve the emotional life and the stylistic quality of behavior. The tendency to work quickly versus slowly, to be calm versus emotional, or to act impulsively or only after deliberation are all qualities of temperament.
- The dynamic traits concern the striving, motivational life of the individual.

39
Q

Trait theory - processes

A

Adult grows out of early motives (described by Freud)

Externally motivated behaviors can transform into internal motivation

40
Q

BIG5:

A

Openness to Experience: This trait reflects a person’s willingness to engage in new, unconventional, and intellectually stimulating experiences. Individuals high in openness tend to be curious, imaginative, and open-minded, while those low in openness may prefer routine and familiarity.

Conscientiousness: Conscientiousness refers to the degree of organization, responsibility, and dependability in a person. Individuals high in conscientiousness are often disciplined, organized, and goal-oriented, while those low in conscientiousness may be more spontaneous and less focused on planning.

Extraversion: Extraversion involves the extent to which a person is outgoing, energetic, and sociable. Extraverts typically enjoy social interactions, are assertive, and seek stimulation. Introverts, on the other hand, may be more reserved and prefer quieter, less stimulating environments.

Agreeableness: Agreeableness reflects the tendency to be cooperative, compassionate, and considerate of others. Individuals high in agreeableness are often empathetic and value harmonious relationships. Those low in agreeableness may be more competitive or skeptical.

Neuroticism: Neuroticism relates to emotional stability and the tendency to experience negative emotions such as anxiety, moodiness, and irritability. High neuroticism is associated with emotional volatility, while low neuroticism is linked to emotional resilience and stability.

41
Q

Types of personality disorders

A

Personality disorders are grouped into 3 clusters: A, B and C.
- A - difficult to relate to other people. You might be viewed by others as odd or eccentric.
- B - difficult to control their emotions.
- C - strong feelings of fear or anxiety.

42
Q

The Psychobiology of Personality objective

A

Highlighting the associations between biochemical constellations and patterns of behavior

Uni - 3rd sem (2 decks)

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