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Social Science 11A > Understanding Personality, The Self, SOGIE 101 > Flashcards

Understanding Personality, The Self, SOGIE 101 Flashcards

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1
Q

Best asset, helps shape life, can limit or expand to your options and choices in life

A

Personality

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2
Q

Personality sums up everything about yourself - your:

A

Likes and dislikes, fears and virtues, strengths and weaknesses

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3
Q

Latin word of personality which refers to a mask used by actors in a play

A

Persona

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4
Q

Persona came to refer to __________

A

Outward appearance

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5
Q

Assume that personality is relatively stable and predictable

A

Enduring characteristics

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6
Q

May also include the idea of human uniqueness

A

Unique characteristics

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7
Q

Refers to a person’s unique and relatively stable pattern of thoughts, feelings, and actions

A

Personality

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8
Q

Personality is an interaction between _____ and _____

A

Biology, environment

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9
Q

Suggested by genetic studies

A

Heritability of personality

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10
Q

Suggested by other studies

A

Components of personality

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11
Q

Limited the experimental method, studied only those mental processes that might be affected by some external stimulus that could be manipulated and controlled by the experimenter

A

Wilhelm Wundt and the Study of Consciousness

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12
Q

To focus on the tangible aspects of human nature; mechanistic picture of human being

A

John B. Watson and the Study of Behavior

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13
Q

Psychoanalysis, neopsychoanalysts, criticism

A

Sigmund Freud and the Study of the Unconscious

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14
Q

Interpretation to what patients told him about their feelings and past experiences, both actual and fantasized

A

Psychoanalysis

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15
Q

Focused on the whole person as he or she functions in the real world, not on elements of behavior of stimulus-response units

A

Neopsychoanalysts

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16
Q

Were speculative in work, relying more on inferences based on observations of their patients’ behavior than on the quantitative analysis

A

Criticism

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17
Q

Approaches in the study of personality formalized and systematized by Gordon Allport

A

Life-span approach, trait approach, humanistic approach, cognitive approach

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18
Q

Argues that personality continues to develop throughout the course of our life

A

Life-span approach

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19
Q

Contends that much of our personality is inherited

A

Trait approach

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20
Q

Emphasizes human strengths, virtues, aspirations, and the fulfillment of our potential

A

Humanistic approach

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21
Q

Deals with conscious mental activities

A

Cognitive approach

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22
Q

First comprehensive theory of personality

A

Psychoanalytic perspective

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23
Q

Founded the Psychodynamic Theory

A

Signmund Freud

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24
Q

Techniques used in psychoanalytic perspective:

A

Hypnosis, catharsis, dream-analysis, free-association, parapraxes

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25
Q

Everything we do and say, even by accident, has hidden meaning

A

Freudian slips or parapraxes

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26
Q

View personality as being primarily unconscious; emphasize that early experiences with parents play an important role in sculpting the individual’s personality

A

Psychodynamic perspective

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27
Q

Assumes that people can be compelled to do things without knowing the reason for their actions

A

Unconscious motivation

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28
Q

Unconscious motivation explains:

A

Nonverbal expressions, dreams, Freudian slips

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29
Q

It is unconscious and has no contact with reality; referred to by Freud as the true psychic reality; the original system of the personality; provides drive and direction of behavior

A

Id

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30
Q

Means sexual

A

Eros

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31
Q

Means death or aggression

A

Thantos

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32
Q

Principle that always seeks pleasure and avoids pain

A

Pleasure principle

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33
Q

The structure that deals with the demands of reality; abides by the reality principle; partly conscious

A

Ego

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34
Q

Ego houses higher mental functions:

A

Reasoning, problem solving, decision making

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35
Q

Moral branch of our personality; often referred as our “conscience”; represents the ideal rather than the reality

A

Superego

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36
Q

The development of an individual revolves around _________

A

Psychosexual concerns

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37
Q

The psychoanalytic defense mechanism that occurs when the individual remains locked in an earlier developmental stage

A

Fixation

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38
Q

Freud believed that we go through _____ stages of personality development.

A

5

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39
Q

Are parts of the body that have especially strong pleasure-giving qualities at particular stages of development

A

Erogenous zones

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40
Q

Different parts of the body are used to fuel the id with pleasure; hence, energy source = _____

A

Libido

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41
Q

Birth to 1 1/2 years; gratification is gained by oral stimulation (breastfeeding)

A

Oral stage

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42
Q

1 1/2 to 3 years old; pleasure is gained by being able to control feces (potty-training)

A

Anal stage

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43
Q

3 to 6 years; oedipus complex for boys and electra complex for girls = awakening of sexuality

A

Phallic stage

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44
Q

When a male child wants to kill his father so he can have sex with his mother

A

Oedipus complex

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45
Q

Girls are jealous of their father because they don’t have a penis.

A

Electra complex

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46
Q

6 to 12 yo; pleasure is gained through same-sex peer friendships

A

Latency stage

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47
Q

12 + yo; pleasure is gained through sexual intercourse with non-relatives

A

Genital stage

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48
Q

Examples are nail biters, gum chewers, smokers, etc.; overly optimistic, dependent, and passive

A

Oral fixation

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49
Q

Excessive need for order, control, and neatness (modern day OCD)

A

Anal retentive

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50
Q

Emotionally volatile, unstable, spiteful and vindictive

A

Anal expulsive

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51
Q

Neo-Freudian of individual psychology

A

Alfred Adler

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52
Q

Neo-Freudian of analytical/depth psychology

A

Carl Jung

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53
Q

Neo-Freudian of feminine psychology

A

Karen Horney

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54
Q

“Healthy” rather than “Sick”; focused on uniquely human issues such as: the self, health, hope, love, creativity, nature, and individuality

A

Humanistic perspective

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55
Q

A strong belief in free will and conscious rational decision-making

A

Existentialism

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56
Q

Wrote his first book Counseling and Psychotherapy in 1942

A

Carl Rogers

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57
Q

People are basically good with actualizing tendencies; genuineness, acceptance, empathy

A

Roger’s Person-centered perspective

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58
Q

Central feature of personality

A

Self concept

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59
Q

Proposed the Self-actualization principle

A

Abraham Maslow

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60
Q

The process of fulfilling our potential

A

Self-Actualization (The Apex of the Hierarchy of Needs)

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61
Q

Considers the apparent stability and consistency of personality; basic personality dimensions

A

The Trait Approach: The Genetics of Personality

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62
Q

The building blocks of personality, or dispositions

A

Traits

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63
Q

Distinguished four types of people: happy, unhappy, temperamental, and apathetic

A

Hippocrates

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64
Q

A distinguishable personal characteristic or quality

A

Trait

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65
Q

The body types and personality characteristics

A

Somatotype Theory by William Sheldon

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66
Q

The dynamic organization within the individual of those psychophysical systems that determine characteristic behavior and thought

A

Personality

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67
Q

Growth is organized, not random

A

Dynamic organization

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68
Q

Personality is composed of mind and body functioning together as a unit

A

Psychophysical

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69
Q

Everything we think and do is characteristic, or typical, of us; unique

A

Characteristic behavior and thought

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70
Q

Provides the personality with raw materials (physique, intelligence, temperament)

A

Heredity

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71
Q

Responsible for the major portion of our uniqueness

A

Genetic background

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72
Q

Personality traits:

A

are real and exist within each of us, determine or cause behavior, can be demonstrated empirically, are interrelated, vary with the situation

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73
Q

Traits unique to a person and define his or her character

A

Individual traits (personal dispositions)

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74
Q

Shared by a number of people

A

Common traits

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75
Q

So pervasive and influential; “ruling passion”

A

Cardinal traits

76
Q

Traits that describe our behavior

A

Central traits

77
Q

Appear much less consistently than cardinal and central traits

A

Secondary traits

78
Q

Derived a list of 16 primary or source traits

A

Raymond Cattell

79
Q

Certain obvious personality traits; integrity, friendliness, and tidiness

A

Surface traits

80
Q

Believed that there are only two major dimensions to personality (+ 1)

A

Hans Eysenck

81
Q

Major dimensions to personality

A

Intraversion-extraversion, neuroticism-stability, psychoticism

82
Q

Lahat ng mga pag-aaral, libro, at sikolohiyang makikita sa Pilipinas

A

Sikolohiya sa Pilipinas

83
Q

Lahat ng pag-aaral, pananaliksik, at mga konsepto sa sikolohiya na may kinalaman sa mga Filipino

A

Sikolohiya ng mga Pilipino

84
Q

Nilalayong anyo ng sikolohiya sa Pilipinas, sikolohiyang bunga ng karanasan, kaisipan, at orentasyong Pilipino

A

Sikolohiyang Pilipino

85
Q

Father of Filipino psychology

A

Virgilio Enriquez

86
Q

An orientation— an enduring worldview that links to the cultural heritage of indigenous Filipino people and their IKSP (Indigenous Knowledge Systems and Practices)

A

Kapwa psychology

87
Q

Rooted in the history, language, arts, and common experience of a people of the Malay-Polynesian and Asian heritage

A

Sikolohiyang Filipino

88
Q

A model regarding Filipino personhood and social interaction

A

Kapwa psychology

89
Q

Examples are hiya, utang na loob, pakikisama and pakikipagkapwa

A

Accommodative surface values

90
Q

Bahala na, lakas ng loob, pakikibaka

A

Confrontative surface values

91
Q

Biro, tampo, lambing

A

Associated behavioral pattern

92
Q

Pakikiramdam: shared inner perception; heightened awareness and sensitivity

A

Pivotal interpersonal value

93
Q

Kagandahang-loob: shared humanity

A

Linking socio-personal value

94
Q

Kapwa = togetherness; the “unity of the one-of-us-and-the-other”

A

Core value

95
Q

Karangalan, katarunga, kalayaan

A

Societal values

96
Q

External aspect of dignity

A

Puri

97
Q

Internal aspect of dignity

A

Dangal

98
Q

Totality of you: physical body but also your identity, others’ perceptions

A

Self

99
Q

Individual’s beliefs about himself or herself; ideas about yourself

A

Self-concept

100
Q

How you evaluate yourself; how you feel about your self-concept

A

Self-esteem

101
Q

Who you are

A

Identity

102
Q

Dimensions of self-concept

A

Physical, emotional, intellectual, functional

103
Q

One’s general (overall) self-concept is an aggregate construct determined by judgments of self-concept in a number of domains

A

Self-concept model

104
Q

Two categories of general self-concept

A

Academic self-concept, nonacademic self-concept

105
Q

Stages in development of self

A

Self-awareness (infancy), self-recognition (18 months), self-definition (3-5 years), self-concept (6-7 years),

106
Q

Infant learns physical self, different from environment.

A

Self-awareness (infancy)

107
Q

If the basic needs are met, child has positive feelings of self.

A

Self-recognition (18 months)

108
Q

Emphasize skills and abilities; think about self as physical body; child internalizes other people’s attitudes toward self

A

Self-definition (3-5 years)

109
Q

Sense of competency and control continue to increase at 6-11 years; self-consciousness increases during teenage years

A

Self-concept (6-7 years)

110
Q

Factors affecting self-concept

A

Altered health status, experience, developmental considerations, culture, internal and external resources, history of success and failure, crisis or life stressors, aging, illness, or trauma

111
Q

Includes a person’s name, gender, ethnic identity, family status, occupation, and roles

A

Identity

112
Q

An attitude about one’s physical attributes and characteristics, appearance, and performance

A

Body image

113
Q

The judgment of personal performance compared with the self-ideal; derived from a sense of giving and receiving love, and being respected by others

A

Self-esteem

114
Q

The perception of behavior based on personal standards and self-expectations; an internal regulator to support self-respect and self-esteem

A

Self-ideal

115
Q

Refers to a set of expected behaviors determined by familial, cultural, and social norms

A

Role

116
Q

Stressors affecting role performance

A

Role overload, role conflict

117
Q

The selves you have yet to become

A

Actual self vs. ideal self vs. possible selves

118
Q

Increased with age

A

Self-complexity

119
Q

A sense of temporal-spatial continuity = you are the same person regardless of time and space

A

Ego-identity

120
Q

Behavioral and personal repertoire that characterizes you and differentiates you from others

A

Personal identity

121
Q

Occupying recognized roles, a niche within society

A

Social identity

122
Q

A subjective sense of identity confusion; a behavioral and personality disarray; a lack of recognized roles

A

Identity crisis

123
Q

Describes a person’s position in the development of an identity

A

Identity status

124
Q

Refers to a person’s exploring of various options for a career and for personal values

A

Exploration

125
Q

Involves making a decision about which identity path to follow and making a personal investment in attaining that identity

A

Commitment

126
Q

Stages of self-worth development

A

Early childhood, mid-late childhood, adolescence, college age, adulthood

127
Q

Cannot make meaningful judgments about self-worth

A

Early childhood

128
Q

Begin to make meaningful judgments about self-worth; physical appearance and social acceptance are most important constructs of global self-worth

A

Mid-late childhood

129
Q

Additional constructs emerge: friendship, romantic appeal, job competence

A

Adolescence

130
Q

Global self-worth becomes a function of perceived self-worth in areas most important to the individual

A

College age

131
Q

Additional major contributors to global self-worth: nurturance, house-hold management

A

Adulthood

132
Q

Biological (chromosomal, anatomical, hormonal, physiological); assigned at birth

A

Sex

133
Q

Psychological, social, cultural; not determined at birth; manifest in masculine or feminine behaviors at individual level

A

Gender

134
Q

What women and men can do

A

Gender roles

135
Q

How women and men relate to each other

A

Gender relations

136
Q

How women and men perceive themselves

A

Gender identity

137
Q

Gender ideology determines:

A

What is expected of us, what is allowed of us, what is valued in us

138
Q

Why so many men and women seem to conform to society’s gender expectations

A

Gender socialization/socialization of person/gendering

139
Q

A shaman or spiritual leader

A

Babaylan

140
Q

Country that legalized same-sex marriages since 2005

A

Spain

141
Q

Countries with lowest LGBT tolerance

A

Ghana (98%) and Russia (72%)

142
Q

Percent of the population that can be defined as intersexuals

A

4%

143
Q

Your innermost concept of self as male or female

A

Gender identity

144
Q

A gender identity aligning with heir biological sex

A

Cisgender

145
Q

How you demonstrate your gender through the ways you act, dress, behave, and interact

A

Gender expression

146
Q

Determined by whom you are sexually (erotically) attracted; pattern of romantic attraction, sexual attraction, and commitment to monogamous romantic and sexual relationship

A

Sexual orientation

147
Q

Women who identify with this category experience their sole or primary sexual and emotional attachments to other women; gay woman

A

Lesbian

148
Q

Men who identify with this category experience their sole or primary sexual and emotional attachments to other men

A

Gay/Gay men

149
Q

Are attracted to both men and women, and who are willing to enter into relationships on the basis of attraction to an individual person

A

Bisexuals

150
Q

Women who are romantically and/or sexually attracted to men and vice versa

A

Straight/heterosexual

151
Q

Experience a discrepancy between gender identity and the sex they were assigned at birth

A

Transsexuals

152
Q

Live outside of dominant gender norms without seeking surgical intervention

A

Transgender

153
Q

Old derogatory term, not normal

A

Homo

154
Q

Departing from normative heterosexuality

A

Non-reproductive sexuality (Krafft-Ebing, 1900s)

155
Q

Homosexuality as a biological anomaly

A

Sexual inversion (Freud, 1910)

156
Q

Offensive term for “relationship”

A

“Homosexual relations/relationship/couple”

157
Q

Preferred term for “sexual preference”

A

“Sexual orientation”

158
Q

Offensive term for “Gay lifestyle/homosexual lifestyle”

A

“Gay lives/gay and lesbian lives”

159
Q

Preferred term for “Special rights”

A

“Equal rights/protection”

160
Q

Problematic term for “Sex change, pre-operative, post-operative”

A

“Transition”

161
Q

An ideological system that denies and stigmatizes any non-heterosexual form of behavior, identity, relationship, or community (Herek, 1990)

A

Social marginzalization

162
Q

Heterosexual bias in sexual customs and institutions

A

Cultural heterosexism (institutionalized homophobia)

163
Q

Occupations/biological functions for which one needs to belong to one particular sex category

A

Sex roles

164
Q

Conditions which are culturally regarded as feminine and masculine

A

Gender roles

165
Q

Also prescribes what are appropriate masculine and feminine sexual roles and behaviors

A

Gender role socialization

166
Q

Change over time; vary according to ethnic group, class, culture

A

Gender relations

167
Q

Two kinds of gender relations

A

Personal and political

168
Q

The gender roles that we have taken on to define who we are, what we do now and how we think of ourselves

A

Personal

169
Q

Gender roles and norms are maintained and promoted by social institutions

A

Political

170
Q

An over-generalized belief in the characteristics of a person based simply on their gender; rigidly held and oversimplified

A

Gender stereotypes

171
Q

A necessary element of all social relations

A

Gender

172
Q

Attributes different values and powers according to sexual identity

A

Gender organization

173
Q

Institutions of mass gender socialization

A

Family - childrearing, formal education, mass media, religion, media

174
Q

Handling boys and girls differently

A

Manipulation

175
Q

People direct children’s attention for gender-appropriate objects

A

Canalization

176
Q

Telling children what they are and what expectations others have of them

A

Verbal appellation

177
Q

Familiarization with gender-appropriate tasks

A

Activity exposure

178
Q

Child-rearing as a mechanism for socialization (gender tracking)

A

Family-childrearing

179
Q

Differences in disciplining boys and girls; in terms of subjects offered

A

Formal education

180
Q

Advertising uses images to convey or reinforce gender stereotypes; uses sexualized images to sell male-oriented products

A

Mass media

181
Q

Gendering process occurs through doctrines, structure or hierarchy, symbolism, and unofficial religious interpretation

A

Religion

182
Q

The most subtle but most pervasive form of gender socialization

A

Language

183
Q

Gender implications for equality between men and women

A

Reproductive role, productive role, community managing role, community politics role

184
Q

Child-bearing/rearing and domestic tasks done my women

A

Reproductive role

185
Q

Done by both men and women; both market production with an exchange value

A

Productive role

186
Q

Activities undertaken primarily by women at the community level, as an extension of their reproductive role, provision and maintenance of stance resources of collective consumption

A

Community managing role

187
Q

Undertaken primarily by men at the community level, organizing at the formal political level, often within the framework of national politics

A

Community politics role

Social Science 11A (9 decks)

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