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History and contemprorary issues tutorial > Test : History Implicit learning , personality theories , stress and health > Flashcards

Test : History Implicit learning , personality theories , stress and health Flashcards

Learning , personality theories, stress and health

1
Q

Observational Learning

A

Is a form of learning that occurs by watching, imitating, and understanding the behavior of others.

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2
Q

Observational learning acknowledges the cognitive processes

A

attention, memory, and motivation.

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3
Q

Characteristics of Observational learning

A

Modeling,Imitation,Reinforcement & Punishment,Role in Human Development

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4
Q

Modeling

A

In observational learning, individuals serve as models for others to observe. A model is someone who demonstrates a particular behavior, and the learner (observer) watches and tries to replicate that behavior.

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5
Q

Imitation

A

Observational learning involves imitating the actions or behaviors of the model. This imitation can occur in various domains, including motor skills, language, problem-solving, and social behaviors.

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5
Q

Role in Human Development

A

Observational learning plays a significant role in human development, particularly in childhood.

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6
Q

Reinforcement & Punishment

A

Observers can learn from the consequences experienced by the model. If a model’s behavior is followed by positive outcomes (reinforcement), the observer is more likely to imitate that behavior. Conversely, if the model experiences negative outcomes (punishment), the observer is less likely to imitate the behavior.

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7
Q

Mirror neurons

A

are specialized cells in the brain that play a significant role in observational learning and the understanding of others’ actions and emotions.

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7
Q

Implicit learning

A

refers to the process of acquiring knowledge or skills without conscious awareness or intention.

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8
Q

Characteristics of implicit learning

A

Unconscious Acquisition,Lack of Verbalization,Procedural Knowledge,Pattern Recognition,Influenced by Exposure

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9
Q

Unconscious Acquisition:

A

Implicit learning takes place without conscious awareness.

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10
Q

Lack of Verbalization

A

People who have undergone implicit learning may find it challenging to explain or describe what they have learned.

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11
Q

Procedural Knowledge

A

Implicit learning is often associated with procedural knowledge, which involves learning how to perform tasks, skills, or behaviors.

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12
Q

Pattern Recognition

A

Implicit learning frequently involves recognizing and responding to patterns, such as regularities or relationships in the environment.

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13
Q

Influenced by Exposure

A

Implicit learning benefits from repeated exposure to information or experiences.

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13
Q

Classical conditioning

A

is a type of learning where an individual associates a neutral stimulus with an unconditioned stimulus to evoke a conditioned response.

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14
Q

Operant conditioning

A

is a form of learning where behavior is shaped by the consequences that follow it.

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15
Q

Observational learning

A

also known as social learning or modeling, involves learning by watching and imitating others

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16
Q

Implicit learning

A

is the acquisition of knowledge or skills without conscious awareness or intention.

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17
Q

Personality

A

A person’s unique and relatively stable behavior patterns; the consistency of who you are, have been, and will become.

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18
Q

Character:

A

Personal characteristics that have been judged or evaluated.

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19
Q

Temperament

A

Hereditary aspects of personality, including sensitivity, moods, irritability, and adaptability.

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20
Q

Personality Trait

A

: Stable qualities that a person shows in most situations.

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20
Q

Personality Type

A

People who have several traits in common.

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21
Q

Personality theories

A

are frameworks that attempt to explain and describe the patterns of thoughts, feelings, and behaviors that make up an individual’s unique characteristics.

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22
Q

some key personality theories

A

Psychoanalytic Theory: Founder: Sigmund Freud
Humanistic Theory: Founders: Abraham Maslow, Carl Rogers
Trait Theory: Key Figures: Gordon Allport, Raymond Cattell, Hans Eysenck
The Social Cognitive Theory: Key Figures: Albert Bandura
The self theory:

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22
Q

Psychoanalytic theory

A

is a psychological framework developed by Sigmund Freud that seeks to explain human behavior, personality development, and mental processes.

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23
Q

The key concepts associated with psychoanalytic theory:

A

Structure of the Mind: (Id, Ego, Super Ego)
Levels of Consciousness: (Conscious, Preconscious, Subconscious Mind)
Psychosexual Development: (Oral, Anal, Phallic, Latency, Genital Stage)
Defence Mechanisms: (Repression, Rationalization, Reaction formation, Projection, etc.)

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24
Q

Structure of the Mind

A

ID Dominant Testimonial,Ego Balancing Testimonial,Superego Influenced Testimonial,Id and Ego Conflict,Superego Struggle

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25
Q

ID Dominant Testimonial

A

Testimonial: “I couldn’t control my impulses. It was this intense desire for immediate satisfaction, like an insatiable hunger. I found myself doing things without thinking, driven purely by the need to fulfill my desires, consequences be damned.“

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26
Q

Ego Balancing Testimonial

A

Testimonial: “I had to find a way to navigate between what I wanted and what was realistically possible. There was this constant internal negotiation, weighing my desires against the demands of the real world. It felt like trying to find a compromise between the pleasure I sought and the consequences I couldn’t ignore.“

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27
Q

Superego Influenced Testimonial

A

Testimonial: “I was haunted by this inner voice, like a strict moral compass. Every action was scrutinized against an idealized standard of behavior. Guilt would engulf me if I deviated, making me question not just the act but the very core of who I was. It was as if I carried the judgment of society within me.

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27
Q

Id and Ego Conflict

A

Testimonial: “There was this constant tug-of-war inside me. On one side, I felt this primal urge pushing me towards pleasure and instant gratification (id). But at the same time, there was this rational part that knew the consequences and tried to find a middle ground, a way to satisfy my needs without cau

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28
Q

Superego Struggle

A

Testimonial: “I always felt this pressure to live up to certain expectations, not just my own but those imposed by society, family, and even past experiences. It was like a relentless internal judge, holding me accountable for every action. Straying from the ‘right’ path was met with an overwhelming sense of guilt and self-reproach.”

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29
Q

Defense Mechanism

A

Repression, Rationalization, Reaction formation, Projection, Regression, Displacement, Identification, Sublimation

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30
Q

Repression

A

Removing painful experiences and
unacceptable impulses from the conscious mind: “motivated forgetting.”

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31
Q

Rationalization

A

Supplying a reasonable-sounding
explanation for unacceptable feelings and behavior to conceal (mostly from oneself) one’s underlying motives or feelings.

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32
Q

Reaction formation

A

Unconsciously replacing threatening inner wishes and fantasies with an exaggerated
version of their opposite.

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33
Q

Projection

A

Attributing one’s own threatening feelings, motives, or impulses to another person or group.

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34
Q

Displacement

A

Shifting unacceptable wishes or drives to a neutral or less threatening alternative.

34
Q

Regression

A

Reverting to an immature behavior or earlier stage of development, a time when things felt more secure, to deal with internal conflict and perceived threat.

35
Q

Sublimation

A

Channelling unacceptable sexual or aggressive drives into socially acceptable and culturally enhancing activities.

35
Q

Identification

A

Dealing with feelings of threat and anxiety by unconsciously taking on the characteristics of another person who seems more powerful
or better able to cope.

36
Q

Psychosexual Development

A

Oral,Anal,Phallic,Latency, Genital

37
Q

Oral

A

The stage in which experience centers on the pleasures and frustrations associated with the mouth, sucking ,and being fed

38
Q

Anal

A

The stage in which experience is dominated by the pleasures and frustrations associated with the anus, retention and expulsion of feces and urine, and toilet training

39
Q

Phallic

A

The stage in which experience is dominated by the pleasure, conflict , and frustration associated with the phallic - genital region , as well as coping with powerful incestuous feelings of love , hate , jealousy, and conflict.

40
Q

latency

A

The stage in which the primary focus is on the further development of intellectual , creative , interpersonal , and athletic skills

41
Q

Genital

A

The time for the coming together of the mature adult personality with a capacity to love , work, and relate to others in a mutually satisfying and reciprocal manner

42
Q

Psychosexual development and defense mechanisms

A

play crucial roles in shaping the structure of the mind, encompassing the id, ego, and superego.

43
Q

Psychosexual Development

A

Formation of Personality,Influence on Adult Behavior

44
Q

Defense Mechanisms

A

Coping with Anxiety,Maintaining Psychological Equilibrium,Adaptation to Reality

45
Q

Development of the Id, Ego, and Superego

A

ID (Pleasure Principle),Ego (Reality Principle),Superego (Moral Conscience)

46
Q

The humanistic-existential approach

A

is a psychological perspective that combines elements from humanistic psychology and existentialism.

47
Q

The social-cognitive approach

A

is a psychological perspective that integrates principles from both social psychology and cognitive psychology.

48
Q

Reciprocal Determinism

A

Personality is shaped by the dynamic interplay between personal factors (thoughts, emotions), and the environment. Each of these components influences and is influenced by the others.

49
Q

Cognitive-Affective Processing System (CAPS)

A

CAPS is a model proposed by Walter Mischel that highlights the role of cognitive and affective processes in shaping behavior across different situations.
He argues that the correlation between trait and behavior is only about .30.

50
Q

Personal Constructs:

A

In the social-cognitive approach, individuals actively construct their understanding of the social world by organizing and interpreting information based on their unique personal constructs.
George Kelly (1955) argue that different personal constructs (construals) are the key to personality differences.

51
Q

Mental Representations

A

Mental representations influence the way individuals perceive and interpret social information, shaping their thoughts, feelings, and behaviors.

52
Q

Locus of Control

A

The extent to which individuals believe they have control over events in their lives.
Julian Rotter’s concept of locus of control (1966) is integrated into the social-cognitive approach. Individuals with an internal locus of control believe they have control over their outcomes, while those with an external locus of control attribute outcomes to external factors.

53
Q

Limitation

A

Overemphasis on Cognition,Limited Attention to Individual Differences

54
Q

Limited Attention to Individual Differences

A

Some critics suggest that the approach might not adequately account for the diversity and uniqueness of individual personalities, as it often focuses on general principles of social learning.

55
Q

Overemphasis on Cognition

A

Critics argue that the social-cognitive approach may place too much emphasis on cognitive processes and may not fully capture the complexity of personality, including emotional and unconscious factors.

56
Q

The Self: Personality in the Mirror

A

The concept of “The Self” refers to an individual’s perception and understanding of their own identity, personality, and existence

56
Q

“The Self”

A

It is a complex and multifaceted construct that involves cognitive, emotional, and social dimensions. Understanding the self is integral to theories of personality and psychological well-being.

57
Q

Self-Narrative:

A

Self-narrative is the story that we tell about ourselves.
Psychodynamic and humanistic–existential psychologists suggest that people’s self-narratives reflect their fantasies and thoughts about core motives and approaches to existence.

57
Q

Self-Schema

A

Self-Schemas are sets of traits we use to define ourselves into a coherent scheme

58
Q

Self-Esteem

A

Self-esteem is the evaluative component of the self-concept, representing the overall subjective emotional evaluation of one’s worth and value.
Some psychologists argue that high self-esteem arises from being accepted and valued by significant others (Brown, 1993) or judgments about one’s value or competence in a specific domain over other group members.
According to evolutionary theory, higher self-esteem is eevolutionary beneficial and provides a sense of security and reduces anxiety (ego balancing).

59
Q

Self-Identity

A

Self-identity refers to a person’s unique sense of who they are in terms of roles, relationships, and personal history.

60
Q

Self-Awareness

A

Self-awareness involves being conscious of one’s thoughts, feelings, and behaviors, as well as having an understanding of how others perceive them

61
Q

Self-regulation

A

Self-regulation is the ability to control and manage one’s thoughts, emotions, and behaviors in line with personal values and long-term goals.

62
Q

Social Identity

A

Social identity refers to the part of an individual’s self-concept that is derived from their identification with social groups, such as family, ethnicity, nationality, or other affiliations.

63
Q

Significance of “Self”

A

Psychological Well-Being,Interpersonal Relationships,Motivation and Goal Pursuit

64
Q

sychological Well-Being

A

A positive and stable self-concept is associated with higher levels of psychological well-being, including greater life satisfaction and resilience.

65
Q

Interpersonal Relationships

A

The way individuals perceive themselves influences their interactions with others. Healthy self-perception contributes to more positive and fulfilling relationships.

66
Q

Motivation and Goal Pursuit

A

A clear and positive self-concept can enhance motivation and goal pursuit. Individuals with a strong sense of self are often more driven to achieve their objectives.

67
Q

Adaptation to Change

A

A flexible and adaptive self-concept allows individuals to navigate life transitions and adapt to changing circumstances more effectively.

67
Q

Bias and the “Self”

A

Name-letter effect,Cocktail party effect

68
Q

Name-letter effect

A

The name letter effect isthe tendency to evaluate alphabetical letters in one’s name, especially initials, particularly favorably.

69
Q

Cocktail party effect

A

Thecocktail party effectrefers to the phenomenon wherein you focuseson a particular stimulus, usuallyauditory. This focus excludes a range of other stimuli from conscious awareness, as when a partygoer follows a single conversation in a noisy room.

70
Q

Stress

A

is a physiological and psychological response to a perceived threat or demand

71
Q

There are few ways we can classify different type of stress

A

Acute Stress
Chronic Stress
Cumulative Stress
Physical Stress
Traumatic Stress

72
Q

Chronic Stress

A

Chronic stress is long-term and persists over an extended period. It can result from ongoing issues such as work-related stress, financial problems, or chronic health conditions.

72
Q

Acute Stress

A

This is a brief and intense form of stress triggered by a specific event or circumstance. It can be a response to immediate challenges or pressure

73
Q

Physical Stress

A

This type of stress is related to physical demands placed on the body. This can include strenuous exercise, lack of sleep, or exposure to extreme temperatures.

74
Q

Cumulative Stress

A

This type of stress occurs when multiple smaller stressors accumulate over time, gradually causing an increasing burden on an individual’s well-being.

75
Q

Traumatic Stress

A

This results from exposure to a traumatic event, such as a natural disaster, accident, or personal assault. Post-Traumatic Stress Disorder (PTSD) can develop in response to such events.

76
Q

The “fight-or-flight” response

A

is a physiological reaction that occurs in response to a perceived threat, preparing the body to either confront the stressor (fight) or flee from it (flight).

77
Q

Physical reaction to prolong stress

A

Hypertension (High Blood Pressure):
Immune System Suppression: .
Gastrointestinal Problems:
Gastrointestinal Problems:
Musculoskeletal Issues:
Weight Gain or Loss:

78
Q

Hypertension (High Blood Pressure):

A

Chronic stress can contribute to sustained high blood pressure, increasing the risk of heart disease and stroke.

79
Q

Immune System Suppression:

A

Chronic stress may suppress the immune system, making the body more susceptible to infections and illnesses.

80
Q

Gastrointestinal Problems:

A

Stress can contribute to digestive issues such as irritable bowel syndrome (IBS), indigestion, and inflammation of the gastrointestinal tract.

81
Q

Gastrointestinal Problems:

A

Stress can contribute to digestive issues such as irritable bowel syndrome (IBS), indigestion, and inflammation of the gastrointestinal tract.

82
Q

Musculoskeletal Issues:

A

Chronic stress can contribute to muscle tension, headaches, and pain in the neck and shoulders.

82
Q

Weight Gain or Loss:

A

Stress can affect appetite and eating habits (stress eating vs loss in appetite), leading to weight gain or loss.

83
Q

Physical reaction to prolong stress

A

Sleep Disorders,Mental Health Issues,Accelerated Aging

84
Q

General Adaptation Syndrome

A

is a model that describes the body’s response to stress.

85
Q

General Adaptation Syndrome

A

Alarm Stage,Resistance Stage,Exhaustion Stage

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