Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psychology of Personality > Test 3 > Flashcards

Test 3 Flashcards

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

law of effect

A
  • Edward Thorndike
  • Behaviors immediately followed by favorable consequences are more likely to occur again.
  • Behaviors followed by unfavorable consequences are less likely to occur again.

(symmetrical relationship exists between rewards and punishments)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

law of contiguity

A

The principle that when two ideas or psychologically perceived events have once occurred in close association, they are likely to occur in close association again, the subsequent occurrence of one tending to elicit the other.

ex. If you think of a pen, you’ll also think about writing with it.
If you think of a bottle full of water, you will also think about drinking from it.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

learning theories

A

classical and operant conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

learning theorists

A
  • ivan pavlov and john b watson-classical conditioning

- b.f. Skinner-operant conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

unconditioned stimulus

A

causes automatic response (FOOD)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

unconditioned response

A

response given when presented with UCS (SALIVATION)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

neutral stimulus

A

not causing desired response (BELL)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Conditioned stimulus

A

initially a NS that following conditioning causes a conditioned response (BELL)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

extinction

A

decrease in response due to repeated non-reinforcement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

stimulus generalization

A

response to a new stimulus based on it similarity to the original stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

spontaneous recovery

A

after extinction occurs and a CS is introduced you will get a CR, ex: waiting a week or two to ring the bell again and getting a response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Operant vs CC

A
  • CC-law of contiguity
  • Operant-laws of contiguity and effect
  • CC-behavior is non-contingent (independent)
  • Operant-Behavior is contingent (dependent)
  • CC-reinforcement presented prior to behavior
  • operant-reward is presented after desired behavior until you do the right thing
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Behavior/personality is learned

A

-function of rewards…punishments…repetition…

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

positive reinforcement

A

When added , will increase behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

negative reinforcement

A

When removed from a situation will also increase behavior. ex) Brother beating little frankie, mother leaves which resumes the beatings from his big brother

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

primary reward/reinforcement

A

Something that is naturally rewarding ex: food

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

secondary reward/reinforcement

A

Initially not rewarding, but if it is continually paired with a primary reward, it will become rewarding (example: money + snickers)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

punishment

A

Removal of something rewarding, or introduction of something that is aversive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Schedule of reward: continuous and partial

A

In continuous reinforcement, the desired behavior is reinforced every single time it occurs.

In partial or intermittent reinforcement, the response is reinforced only part of the time.

20
Q

When should the reward be given? Always?

A

Immediately after, but not always immediately after, to know that they should not be rewarded for bad behaviors, do not bang head for example

21
Q

4 types of partial reinforcement

A

fixed/varied ratio

fixed/varied interval

22
Q

fixed interval

A

amount of time between behavior and reward remains the same

23
Q

varied interval

A

time changes

response is rewarded after an unpredictable amount of time has passed

24
Q

Why is the schedule of reinforcement important?

A

resistance to extinction depending on what you are teaching, you want a certain goal, ex teaching quickly

25
Q

fixed ratio

A

Every third correct response, you reward me.

26
Q

fixed ratio

A

Every third correct response, you reward me.

a schedule of reinforcement where a response is reinforced only after a specified number of responses.

27
Q

varied ratio

A

the number of trials vary after a number of correct responses, varying how many correct responses before the reward

28
Q

Vicarious Reinforcement

A

Vicarious Reinforcement is a learning process that was hypothesized in Social Learning Theory. It refers to the process of learning behaviors through observation of reward and punishment, rather than through direct experience. For example, children who have grown up with older brothers and sisters often learn about behavior and expectations through watching their siblings. When they see their sibling get rewarded for a certain action, they learn that they should also do the behavior.

29
Q

Banduras social learning model

A

4 mental activities

  • attend
  • remember
  • reproduce
  • reinforce
30
Q

self-regulatory processes

A

is a system of conscious personal management that involves the process of guiding one’s own thoughts, behaviors, and feelings to reach goals.

    1. Self observation
      - standard of evaluation by person of his/her own behavior
    1. Judgements of excellence and goodness
      - evaluation of persons behavior based on others standards
    1. Self reaction processes
      - after judgements are made, person decided whether to reward or punish their
31
Q

Bandura believes learning is…

A

observed

32
Q

Bandura began to look at personality as an interaction among three “things”:

A

the environment, behavior, and the person’s psychological processes.

33
Q

Bandura’s Social Learning Theory posits that people learn from one another, via…

A

observation, imitation, and modeling

34
Q

Karen Horney’s Differences with Freud

A
  • personality having 3 components (Id, Ego, Superego)
  • no psychosexual stages
  • did not believe that personality was the result of sexual tensions experienced through the 5 stages of psychosexual development
  • social tensions were the source of personality development…need to feel safe… loved…etc…
  • aim of drives was not to satisfy sexual instincts, but to provide safety from feelings of isolation, helplessness, fear, and hostility
  • oedipus complex- penis envy and castration: desire to humiliate men…not possess/take their penis
  • women strive to possess same rights…privileges…opportunities
35
Q

basic anxiety

A

-A child’s feeling of being isolated and
helpless in a hostile world.
-Wants to be helpless/dependent, but can’t
-Wants to be angry/aggressive (basic hostility), but can’t

36
Q

basic confi­dence

A

Horney said that healthy personality development resulted in basic confi­dence within a child’s personality. Basic confidence was instilled by genuine and predictable warmth, interest, and respect from parents or caregivers.

37
Q

Maslow

A
  • self-actualization
  • Humanistic theorist
  • Primary concern is present, not the past
  • Goal of person: developing to one’s fullest potential
38
Q

hierarchy of needs

A

physiological=water…sex…oxygen…food…shelter…sleep…exercise…etc.

safety= security…protection…stability…structure…law and order

belonging and love =establish relationships with people…family…groups

esteem= adequacy…mastery…competence…respect from others…etc

-elf-actualization =desire for self fulfillment

39
Q

false consensus

A

False belief that how i think/feel about something is the way everyone else feels about it.

40
Q

false uniqueness

A

My gifts and abilities are better than yours.

41
Q

positivity bias

A

We tend to see others in a more positive way, courtesy will be extended to them as well

is the tendency for people to remember pleasant items more accurately than unpleasant ones.

42
Q

Reliability

A

refers to the repeatability of findings. If the study were to be done a second time, would it yield the same results? If so, the data are reliable. If more than one person is observing behavior or some event, all observers should agree on what is being recorded in order to claim that the data are reliable.

43
Q

Validity

A

refers to the credibility or believability of the research. Are the findings genuine? Is hand strength a valid measure of intelligence? Almost certainly the answer is “No, it is not.” Is score on the SAT a valid predictor of GPA during the first year of college? The answer depends on the amount of research support for such a relationship.

44
Q

Objective personality tests

A
  • Assessment methods that use a restricted response format (ordinal scale ratings or true/false questions), and which contain extensively tested validity scales to determine whether the person taking the test is responding truthfully.
  • MMPI-2: Minnesota Multiphasic Personality inventory
  • 567 questions-measure 9 types of abnormal behavior ranging from depression to schizophrenia
45
Q

Projective personality tests

A

assess what a person projects onto others…why is this important? By projecting onto an ambiguous stimulus, we learn of the individuals own traits, needs, and conflicts.

  • Rorschach test-ambiguous inkblot configurations
  • Thematic apperception test (TAT)
    • series of pictures-task is to create stories
    • stories reflect personal themes…conflicts…problems…and characters that are important in the persons world
  • incomplete sentences tests
    • what bothers me is that…
    • other people…
  • Draw-a-person stick figure: arm size, leg size
  • house-tree-person ex:test making sure the person isnt bigger than the house
  • draw your family

Psychology of Personality (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions