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Psychology > Week 8 Personality > Flashcards

Week 8 Personality Flashcards

Personality, temperament, Cattell's trait theory, self-efficacy

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1
Q

What is personality

A

Refers to the longstanding traits and patterns that propel individuals to consistently think, feel, and behave and specific ways

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2
Q

What makes personality unique to an individual

A

Each person has an idealsyncratic pattern of enduring, long-term characteristics, and a manner in which he or she interacts with other individuals and the world around them. Our personality is long-term, stable, and not easily changed.

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3
Q

Persona

A

Latin word. In the ancient world, persona was a mask worn by an actor. The theatrical mask was originally used to either represent or project specific personality traits of a character.

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4
Q

How did the Greek physician and philosopher Galen build on Hippocrates theory

A

By suggesting that both diseases and personality difference could be explained by imbalances in the humors and that each person exhibits one of the four temperaments.

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5
Q

What are the four temperaments

A

Choleric temperament, melancholic temperament, sanguine temperament, phlegmatic temperament

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6
Q

Describe a choleric person

A

They’re passionate, ambitious, and bold

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7
Q

Describe a melancholic person

A

They are reserved, anxious, and unhappy

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8
Q

Describe a sanguine person

A

They are joyful, eager, and optimistic

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9
Q

Describe a phlegmatic person

A

They are calm, reliable, and thoughtful

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10
Q

What are traits

A

Characteristic ways of behaving

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11
Q

What change did Raymond Carttell make to Gordon Allport’s list of personality traits

A

He narrowed down the list to about 171 traits and identified 16 factors or dimensions of personality. He developed personality assessment based on the 16 factors and called it the 16PF.

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12
Q

How is each dimension scored on the 16PF personality assessment

A

Each dimension is scored over a continuum, from high to low.

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13
Q

What are the 16 factors or dimensions of personality

A

Warmth, intellect, emotional stability, aggressiveness, liveliness, dutifulness, social assertiveness, sensitivity, paranoia, abstractness, introversion, anxiety, open-mindedness, Independence, perfectionism, tension.

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14
Q

What would a low and high score for warmth indicate

A

Low score: reserved, detached

High score: outgoing, supportive

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15
Q

What would a low score and high score for intellect indicate

A

Low score: concrete thinker

High score: analytical

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16
Q

What would a low score and high score for emotional stability indicate

A

Low score: moody, irritable

High score: stable, calm

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17
Q

What would a low score and high score for aggressiveness indicate

A

Low score: docile, submissive

High score: controlling, dominant

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18
Q

What would a low score and high score for liveliness indicate

A

Low score: somber, prudent

High score: adventurous, spontaneous

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19
Q

What would a low and high score for dutifulness indicate

A

Low score: unreliable

High score: conscientious

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20
Q

What would a low score and high score for social assertiveness indicate

A

Low score: shy, restrained

High score: uninhibited, bold

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21
Q

What would a low and high score for sensitivity indicate

A

Low score: tough-minded

High score: sensitive, caring

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22
Q

What would a low and high score for paranoia indicate

A

Low score: trusting

High score: suspicious

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23
Q

What would a high and low score for abstractness indicate

A

Low score: conventional

High score: imaginative

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24
Q

What would a low score and high score indicate for introversion

A

Low score: open, straightforward

High score: private, shrewd

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25
Q

What would a low score and a high score for anxiety indicate

A

Low score: confident

High score: apprehensive

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26
Q

What would a low score and a high score indicate for open-mindedness

A

Low score: close-minded, traditional

High score: curious, experimental

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27
Q

What would a low score and high score indicate for Independence

A

High score: self-sufficient

Low score: outgoing, social

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28
Q

What would a high score and low score for perfectionism indicate

A

Low score: disorganized, casual

High score: organized, precise

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29
Q

What would a low score and high score indicate for tension

A

Low score: relaxed

High score: stressed

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30
Q

Temperament

A

The inborn, genetically based and core personality traits, evident at birth and related to what people will be like as adults.

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31
Q

What is the five Factor model

A

It consists of five factors referred to as the Big Five personality traits. They include openness to experience, conscientiousness, extroversion, agreeableness, and neuroticism (OCEAN).

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32
Q

The five Factor model occurs along a

A

Spectrum

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33
Q

What is openness characterized by

A

Imagination, feelings, actions, and ideas

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34
Q

People who score high on openness tend to be

A

Curious and have a wide range of interests

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35
Q

People who score low on openness tend to

A

Be practical, conventional, and prefer routines

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36
Q

Consciousness is characterized by

A

Competence, self-discipline, thoughtfulness, and achievement striving (goal directed behavior)

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37
Q

People who score high on conscientiousness tend to be

A

Hard-working, dependable, organized

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38
Q

People who score low on conscientiousness tend to be

A

Impulsive, careless, disorganized

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39
Q

Extroversion is characterized by

A

Sociability, assertiveness, emotional expression

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40
Q

People who score high on extroversion tend to be

A

Outgoing, warm, seeks adventure

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41
Q

People who score low on extroversion tend to be

A

Quiet, reserved, withdrawn

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42
Q

Agreeableness is characterized by

A

Cooperative, trustworthy, good-natured

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43
Q

People who tend to score high on agreeableness are

A

Helpful, trusting, empathetic

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44
Q

People who tend to score low on agreeableness are

A

Critical, uncooperative, suspicious

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45
Q

Neurotism is characterized by

A

Tendency toward unstable emotions

46
Q

People who score high on neuroticism tend to be

A

Anxious, unhappy, prone to negative emotions

47
Q

People who score low on neuroticism tend to be

A

Calm, even tempered, secure

48
Q

What correlation has been found between consciousness and academic success

A

A positive correlation

49
Q

What are people who are high on both extroversion and openness more likely to participate in

A

Adventure and risky sports due to their curious and excitement seeking nature

50
Q

What did one study report about men who scored low on agreeableness

A

Well they tended to be rude and uncooperative they also earned more money than men who were considered more agreeable

51
Q

What kind of range is represented between the Big five personality factors

A

A range of two extremes

52
Q

Are the big five trades relatively stable over our lifespan

A

Yes, although they do have it some tendency to increase or decrease slightly

53
Q

When does agreeableness peak

A

Between 50 to 70 years of age

54
Q

When does conscientiousness increase

A

Through young adulthood into middle age, as we become better able to manage our personal relationships and careers

55
Q

What happens to neuroticism and extroversion as we age

A

It declines slightly

56
Q

What components do the big five traits have

A

Substantial biological and genetic components

57
Q

What shapes personality

A

Genetic and environmental factors

58
Q

What is one of the most important environmental factors that shape your personality

A

Culture

59
Q

Culture

A

Refers to all of the beliefs, customs, art, and traditions of a particular society.

60
Q

How is culture transmitted to people

A

Through language, and the modeling of culturally acceptable and non-acceptable behaviors that are either rewarded or punished

61
Q

Our personality traits the same across cultures

A

There are both universal and culture specific aspects that account for variation in people’s personalities

62
Q

Asian cultures tend to be

A

Less extroverted due to their collectivism

63
Q

Central and South American cultures tend to score higher on

A

Openness to experience

64
Q

Europeans score higher on

A

Neurotism

65
Q

What are the three distinct regional personality clusters in the United States

A
  1. Cluster 1 consist of the upper Midwest and deep south
  2. Cluster 2 includes the West
  3. Cluster 3 includes the Northeast
66
Q

What type of personality does Cluster 1 have

A

It is dominated by people who fall into the friendly and conventional personality

67
Q

What type of personality is dominated by Cluster 2

A

People are more relaxed, emotionally stable, calm, and creative

68
Q

What type of Personality dominates Cluster 3

A

People are more stressed, irritable, and depressed

69
Q

What’s one explanation for the regional differences in personality traits

A

Selective migration, a concept in which people choose to move to places that are compatible with their personalities and needs

70
Q

People who live in clusters 2 and 3 are generally more

A

Open

71
Q

What do individualist cultures tend to believe

A

That independence, competition, and personal achievement are important

72
Q

Individualist nations

A

Western Nations such as the United states, england, and Australia

73
Q

What do collectivist cultures value

A

Social harmony, respectfulness, and group needs over individual needs

74
Q

Collectivist countries

A

Asia, Africa, and South America

75
Q

What are some examples of temperament in infants at birth

A
  1. Infant activity level such as how much a baby moves his or her body
  2. Suitability such as whether it is easy or difficult to sooth the baby
  3. Sensory threshold such as how much of a sound, touch, or other sensory input is needed before a child responds
76
Q

Are the theories of temperament supported in research

A

The research is mixed, some studies supported what others do not

77
Q

What did a recent study on infant activity level predict about the degree to which a person is extroverted in adulthood

A

Those infants who are more active or more likely to be higher in extraversion in adulthood, well inventor less active or more likely to be lower in extraversion in adulthood

78
Q

How was behavioral inhibition measured in infants

A

It was measured at 14 months of age by observing things like how long the toddler waits before engaging with a new toy, how far away they drift from their mother, how long they wait to approach strangers

79
Q

What do the measurements mean for behavioral inhibition and infants

A

Those who wait longer tend to be higher in behavioral inhibition than those who don’t wait

80
Q

So what did the results show once those infants were of adult age as far as behavioral inhibition

A

Those higher in behavioral inhibition were more likely to be reserved, have fewer romantic relationships and the past 10 years, and have lower social functioning age 26 compared to those lower and behavioral inhibition.

81
Q

Those infants high in behavioral inhibition tend to be more

A

Cautious, fearful, and avoidant

82
Q

Will personality traits evident in early life not change into adulthood

A

This is untrue because the environment continues to affect personality in the course of our life

83
Q

Self-efficacy

A

This is influenced by our thoughts, emotions, actions, and motivation. It plays a crucial role in shaping our perception of Life experiences. It is the belief that we have in our abilities to produce designated levels of performance that influence events that affect our lives.

84
Q

What did Albert Bandura believe is an essential component of our personalities

A

Self-efficacy

85
Q

What does a high score for self-efficacy mean

A

That you believe that you are able to muster your motivation, intelligence, and behavioral control in order to meet the demands of situations

86
Q

What is a low score for self-efficacy mean

A

That you are not sure you are able to muster the motivation, intelligence, and behavioral control to meet the demands of situations

87
Q

When does our sense of self-efficacy begin

A

An infancy and continues throughout our lives

88
Q

What for salient sources did Bandura recognize a sources of self-efficacy

A

Mastery experiences, vicarious experiences, modeling experiences and emotional and physical experiences.

89
Q

Mastery experiences

A

Past success and failure impacts sense of self

90
Q

How does success vs. failure impact our self-efficacy

A

Succeeding in a task boosts confidence and increases the likelihood of achieving similar tasks. Failure breaks are confidence and leaves us in self-doubt.

91
Q

Vicarious experiences

A

Watching similar people succeed or hearing their success stories motivates us to believe that we can too. Watching the failure of relatable figures leaves us wondering if we will fail to.

92
Q

Modeling experiences

A

Observational learning; by watching our role models either succeed or fail influence or core beliefs. They’re achievements indirectly teaching persuade us to repeat the same and their failures lower our self-efficacy.

93
Q

Emotional and physical experiences

A

Our present state, or perceptions of current physical and mental health conditions develop self-efficacy. Stress and illness can lower our confidence and optimism, whereas happiness can make us feel good about ourselves.

94
Q

Someone with low efficacy

A

They can feel disappointed with lack of self-fulfillment. They are unlikely to pursue what matters to them for fear that they are not capable of achieving it.

95
Q

What are common features in someone with low self-efficacy

A

Avoid challenges for fear of failure, feel incapable of performing complicated tasks, focus on failures, less confident, lack of commitment, hard time recovering from setbacks, quickly lose interest, expect immediate results with little effort, highly susceptible to depression and anxiety, focus more on weaknesses

96
Q

What are the study of maternal self-efficacy and its influence on the incidence of learned helplessness reveal

A

That new mothers who had a high illusion of control over responding to the crying of audio taped babies were more susceptible to helplessness

97
Q

In regard to self-efficacy and child rearing, what did the study indicate that a high illusion of power is a dominant indicator for

A

Low self-efficacy and is not a proper behavior to be shown to kids

98
Q

What did the research on low self-efficacy and pain Management show

A

Patients who had a low score on self-efficacy showed fewer improvements during the program and those that had scored high showed significant pain reduction and were more proactive and ready to take actions to get better.

99
Q

What are ways you can increase self-efficacy

A
  1. Stay in the stretch zone
  2. Set simple goals
  3. Look at the big picture
  4. Learn to be resilient
  5. Practice the three things exercise
  6. Positive self talk
  7. Remember past achievements
  8. Complete the self-efficacy worksheet
100
Q

What is the take-home message on self-efficacy

A

We need to trust in ourselves and our abilities. And by increasing our self-efficacy we can help sustain motivation and be more resilient to stress and adversity. This will allow us to gain confidence and strive for what we want.

101
Q

What is meant by stay in the stretch zone

A

In the stretch zone things may be awkward and unfamiliar, but learning can occur because we are not overwhelmed with panic. We can take reasonable chances here and extend our effort and as a result may experience success. If we fail we learn from it and persist in our goals.

102
Q

What are the three personal zones of achievement when setting goals

A
  1. The comfort zone
  2. The stretch zone
  3. The panic zone
103
Q

Comfort zone

A

Here a person feels comfortable. There is no fear or discomfort, the person feels safe, and all things are familiar. There are no challenges, little reflection, and things stay the same.

104
Q

Panic zone

A

A goal is so challenging that it becomes overwhelming and learning is impossible. All of our energy is spent managing and controlling fear and panic.

105
Q

How does low self-efficacy affect setting simple goals

A

It makes us either doubt or abilities or perceive the task to be more difficult than they are. As a result we don’t put enough effort, blame ourselves for underachievements, and lower trust in ourselves

106
Q

When it comes to goals what can we do to help build our self-efficacy

A

We can break goals into smaller sub goals and work on achieving them one at a time. We celebrate our small successes and adjuster efforts when failure occurs.

107
Q

How can we learn to be resilient

A

Having a resilient perspective involves refraining from the urges to attribute failures to personal shortcomings, not expecting results without effort, and remembering your strengths and using them to improve

108
Q

What is the three things exercise

A

It is a self-help measure that allows us to keep track of our daily activities and how they make us feel.

109
Q

How do you approach positive self talk

A

Set aside a couple of minutes every day to face yourself and talk to yourself. Do things like shower yourself with compliments, motivate yourself to keep trying hard or ask yourself what is making you happy or sad.

110
Q

How does remembering past achievements improve our self-efficacy

A

By recalling our achievements and past successes you will ignite self-confidence and make you feel like you are possible of accomplishing it again

111
Q

What is the self-efficacy worksheet by Alexandra franzen

A

It is a fun and colorful exercise called the I Am Worksheet in an excellent self-assessment for improving self-efficacy

Psychology (7 decks)

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