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MCAT Prep > Psych/soc Class 4 > Flashcards

Psych/soc Class 4 Flashcards

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MCAT flashcards
1
Q

Theories of Personality
(OCEAN)
Five Factor Model

A

Can be high or low in the following traits:

Openness to experience
Conscientiousness
Extraversion
Agreeableness
Neuroticism

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2
Q

Personality

A

Our thoughts, feelings, ways of thinking about things, beliefs, and behaviors. It is a core component of who we consider ourselves to be

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3
Q

Life Course Perspective

A

A multidisciplinary approach to understand individual lives from a culture, social, and structural perspectives

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4
Q

Psychoanalytic Perspective

A

Asserts that personality is shaped largely by unconscious. Mental illness, or neurosis, is the result of unconscious conflicts which often stem from childhood

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5
Q

Sigmund Freud

A

Life drive (libido) for pleasure, survival, and avoidance of pain

Death drive- drives dangerous and destructive behaviors, and underlies the desire to hurt oneself or others

Psychoanalytic thinker who suggests that human behavior is motived by life drive and death drive.

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6
Q

Sigmund Frued 3 components of psychi

A

I’d, ego and superego

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7
Q

Id

A

Largely unconscious and responsible for our desire to avoid pain and seek pleasure

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8
Q

Ego

A

Responsible for our logical thinking and planning as we deal with reality. Compromises between Id and superego

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9
Q

Superego

A

Responsible for our moral judgements of right and wrong and strives for perfection

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10
Q

Fraud’s psychosexual stages of development

A
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11
Q

Erik Erickson

A

An extension of Freud’s factors up until the end of life. Social and interpersonal factors. His factors go to the end of life. Psychoanalytic thinker.

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12
Q

Erik Erikson’s psychosocial stages

A
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13
Q

B. F. Skinner

A

Rejects Freud’s views. Founders of behaviorist perspective. Personality is the total of individual and environment. Only measurable behaviors of interest. We start as blank. Personality is derterministic. Reinforcement and punishment completely determine subsequent behavior and personalities.

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14
Q

Behaviorist Perspective

A

Personality is a result of learned behavior patterns based on our environment

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15
Q

Humanistic perspective

A

Humanistic psychology asserts that humans are driven by an actualizing tendency to realize their highest potential, and personality conflicts arise when this is somehow thwarted.

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16
Q

Carl Rogers

A

Instead of stages, human development progresses from undifferentiated to differentiated. The main goal of self it to develope a differentiated self concept

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17
Q

Self-actualization

A

Is more easily accomplished when parents exhibit unconditional positive regard. Those raised with conditional positive regard will only feel worthy when they’ve met certain conditions.

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18
Q

Social Cognitive Perspective

A

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

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19
Q

Albert Bandura

A

Agreed with skinner but thought that we could also learn from others and through modeled behaviors. Observational learning and cognitive behavioral therapy used to change behaviors from negative to positive. Behaviors are learned not just through classical and operant conditioning but also through observational learning. Cognitive processes are involved in both observational learning and development of beliefs about self-efficacy

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20
Q

Social learning theory (9bservational learning) and social cognitive theory

A

Learning through modeling. Observe and imitate.

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21
Q

Vicarious reinforcement

A

Kids were more likely to imitate adults for behaviors they were rewarded for.

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22
Q

Bobo Doll Experiment (Alberta Bandura)

A

The first to demonstrate observational learning experimentally in his famous Bono doll experiments. Results showed that children in both groups were frustrated

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23
Q

Trait perspective

A

Personality is a result of traits, which are habitual patterns of behavior, thought, and emotion that are relatively stable overtime.
Stops focusing on the why and properly describes the what.

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24
Q

Cardinal Traits

A

Are rare and development later in life. They dominate an individual’s whole life, often to the point that the person becomes known specifically for these traits.

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25
Q

Central traits

A

General characteristics that form the basic foundations of personality and describe people across different situations

26
Q

Secondary traits

A

Sometimes related to attitudes or preferences. These characteristics are dependent on the situation

27
Q

Hans Eysenck is associated with trait theory.

A

Genetics determine personality. Personality traits are hierarchical, a few foundational traits giving rise to a large array of superficial traits. Genetic differences determine personality traits. Variations in extraversion and neuroticism give rise to personality types.

28
Q

Biological perspective

A

Han Eysenck argues temperament and heritability studies provide empirical evidence for a genetic contribution to traits and personality

29
Q

Behavioral perspective

A

Personality is the result if individual differences in brain biology

30
Q

Behavioral Genetics

A

A field in which variation among India’s is separated into genetic versus environmental components

31
Q

Family Studies

A

Behavioral genetics methodology. Not enough to fully study heritability

32
Q

Twin Studies

A

Monozygotic (identical twins) should be more alike than dizygotic (fraternal)

33
Q

Adoption Studies

A

If shared environment is influential, then siblings reared in the same family should be more similar than adopted-away siblings (siblings reared apart)

34
Q

Motivation

A

The driving force that causes us to act or behave in certain ways

35
Q

Instincts

A

Unlearned behaviors in fixed patterns throughout a species such as:
- desires to deal with crying baby
- curiosity about noval stimuli
- affection for care takers

36
Q

Drives

A

Urges originating from physiological discomfort, such as hunger pangs or dry throat

37
Q

Needs

A

Biological needs as well as “higher-level” needs, like the need for love and belonging

38
Q

Arousal

A

Restlessness, boredom, or curiosity may motivate behavior even when other needs are met

39
Q

Drive-reduction theory

A

Negative feedback. Physiological need creates an aroused state that drives an organism to address that need by engaging in some behavior that will reduce the arousal

40
Q

Abraham Maslow

A

Not all needs created equal

41
Q

Emotion 3 Components

A

Physiological - arousal or excision of our bodies internal state
Cognitive - appraisal and interpretation of the situation
Behavioral - expressive behaviors that accompany the emotion

42
Q

James-Lange / (Somatic Theory)

A

Emotions occur as a result of the physiological reactions of the event.emotions not caused by the perception of the event but rather that bodily response to the event.

Stimulus > body response > emotion

43
Q

Cannon-Bard

A

Emotion and bodily response occur at the same time independent of one another

44
Q

Schachter- Singer Theory / ( Two Factor Theory)

A

Emotion is determined by bodily response and perception

45
Q

Optimal-Arousal Theory / (Yerkes-Dodson Law)

A

There is an optimal level of emotional arousal for performance

Graph of performance by arousal (Hill shape)

46
Q

Universal Emotions

A

Emotions expressed by all (normally developing) humans across all cultures

47
Q

6 Universal Emotions
(SAD FISH)

A

Happy
Sad
Surprised
Fear
Disgust
Anger

48
Q

Stressors

A

Are events that pose a threat to our physical or mental-well being

49
Q

Hypothalamic Pituitary Adrenal Axis

A

Corticotropin-releasing hormone from the hypothalamus to the pituitary gland. Pituitary gland releases Adrenocorticotropic hormone that goes to the adrenal glands. Adrenal glands release cortisol

50
Q

Cognitive Appraisal

A

Primary response- focuses directly on the present threat

Secondary response- evaluation of our ability to cope with stressor, damage caused and how to deal with situation

51
Q

Social Support

A

Perception of reality that one is a member of a supportive social network. Support can be emotional, tangible, informational, or companionable. Plays a major role in successful stress management by reducing psychological distress and increasing physical health

52
Q

Buffering Hypothesis

A

Social support serves as a protective layer creating psychological distance between a person and stressful events

53
Q

Direct Effects Hypothesis

A

Social support provides better health and wellness benefits. Healthier people are better able to manage stress

54
Q

General Adaptive Syndrome (Selye’s Theory)

A

Stress resistance ve time

Alarm (fight/ flight)> Resistance (adaptability)> Exhaustion

54
Q

Sigmund Freud

A

Life drive

Death drive

Psychoanalytic thinker

55
Q

Cognitive Dissonance

A

This theory suggests that we feel tension (“dissonance”) whenever we hold two thoughts or beliefs (“cognition”) that are incomparable, or when our attitudes and behaviors don’t match

56
Q

Oepidus Complex (males)

A

An attraction to the parent of the opposite sex at the age of 4 and disdain for the parent of the sma e sex

57
Q

Electra Complex (female)

A

An attraction, developed at 3 to 6, to the dad and a strong disdain for the mom

58
Q

Aligning Freud’s and Erikson’s Theories

A
58
Q
A
59
Q
A
60
Q

Antecedent-focused strategies

A

Employed earlier in the process and refers to a cognitive changes employed in response to a situation and take place before emotion responses are manifest (schachter-Singer theory)

MCAT Prep (11 decks)

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