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psyc3112 - individual differences > Week 5 > Flashcards

Week 5 Flashcards

1
Q

Define Personality

A

“Individual patterns of thinking, feeling, and behaving that tend to persist across time and contexts”
Lilienfeld et al., 2015

  • The mind and how it interacts with the world
  • Generally fixed through a lifetime
  • Persists - Personality is fairly stable
  • Abstract psychological constructs that can’t be measured
    *
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2
Q

Key points of Personality

A
  • Distinctive - each person has a unique personality
  • Consistent - Fairly stable in relation to our behaviours
    *
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3
Q

Two Methods to Study Personality

A
  1. Nomothetic
  2. Idiographic
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4
Q

Nomothetic Personality

A
  • Attempts to understand personality through general laws
  • These governed across all individuals
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5
Q

Idiographic Personality

A

Understand Personallity by finding unique blend of characteristics and experiences of single individuals.

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6
Q

Why Study Personality?

A

Understand individual differences in characteristics
Understand how a persons parts come together holistically
Can we predict what we might expect someone to do in certain situations

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7
Q

Psychic Determination

A
  • All psychological constructs have a cause and this will determine behaviour
  • Freud developed models to understand cause of behaviour
    * Topographic model
    * Structural model
    * Developmental model
    * Drive Model
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8
Q

Freud - Psychoanalytic Approach

A
  • Infulence is considered historical
  • no longer relevant and outdated
  • He developed the first theory of personality
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9
Q

Psychic Determination - Topographic Model

A
  • Conscious
    • Centre of Awareness
    • Rational and Goal Driven
  • Preconscious
    • Could become conscious at any time
    • Tip of the toungue concept
    • But is tip of thebrain
  • Unconscious
    • Bulk of our mental processes
    • These thoughts are irrational
    • Play important role in governing behaviour
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10
Q

Freud Ambivalence

A
  • Conscious and unconscious are often in conflict
  • Different motives from different levels of topographic iceberg
  • This can cause ambivalence
  • When Id, Ego & Superego are in conflict
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11
Q

Compromise Formations

A
  • Resolve ambivalence by fulfilment from conflicting motives
  • Address and appease both kinds of thoughts
  • This can be negative such as in mental illness
  • Or positive such as working hard to acheive a goal
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12
Q

Freudian Slips

A
  • When you accidently say one thing and mean another
  • Error in speech, memory, or physical action
  • Thought to be reflective of the unconscious
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13
Q

Assessing Unconscious Topographic Patterns

A
  • Life History Methods
  • Freud observed many case studies to try to work out why people behaved the way they did.
  • Not a really able to back up scientifically
  • Try to understand the whole person
  • Review in context of life experiences
    e.g. case studies
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14
Q

Drive or Instinct Model

A
  • Based on Darwin’s work
  • Human Behaviour is motivated by two drives
    1. Aggressive Drive
    2. Sexual/Libido Drive
  • Libido is about pleasure seeking and sensuality as well as sex.
  • Hedonistic drive
  • All psychic energy originates in the unconscious
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15
Q

Structural Model

A
  • exists on top oof the structural model
  • Id, Ego & Superego
  • run across unsconscious, preconscious and consciousness
    *
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16
Q

Id

A
  • Mostly unconscious
  • Pleasure principle
  • Assessed by perception test
  • Seeks all different kinds of pleasure, not just sexual.
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17
Q

Ego

A
  • Primarily in our conscious
  • Decision maker
  • Bound by reality principle
  • Decides what we can and can’t do
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18
Q

Superego

A
  • covers breadth of our awareness
  • In preconscious and unconscious
  • Concerned with our sense of morality
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19
Q

Defence Mechanisms

A
  • Ego engages these defences to resolve stress
  • attempts to reinforce positive emotion
  • attempts to protect from negative or threatening emotion
  • Temporary coping mechanisms
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20
Q

10 Defence Mechansims

A
  1. Repression
  2. Denial
  3. Projection
  4. Reaction Formation
  5. Sublimation
  6. Rationalisation
  7. Displacement
  8. Regression
  9. Identification
  10. Intellectualisation
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21
Q

Repression

A
  • Keeps memories or thoughts apart from conscious awareness
  • Blocking out traumatic memories or events
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22
Q

Denial

A
  • Refusal to acknowledge external reality
  • Existence of disruptive thoughts, memories or feelings
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23
Q

Projection

A
  • Attribution of our own feelings and impulses on to others
  • We do not acknowledge them in ourselves
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24
Q

Reaction Formation

A
  • Turning unacceptable feelings or impules into their opposites
    e.g when a parent unconsciouls resents their child and spoils them in response
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25
Q

Sublimation

A

Converting sexual or aggressive impulses into more socially acceptable activities
e.g. a person with anger issues takes up boxing

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26
Q

Rationalisation

A
  • Avoiding uncomfortable feelings by explaining them away
  • Unconscious attempt to avoid bad feelings by using reasons or excuses
  • Logical reasons given to justify innapropriate behaviour
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27
Q

Displacement

A

Directing negative emotions to a substitute target
e.g. when angry with partner, mother lashes out on their child

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28
Q

Regression

A
  • Returning to an earlier stage of psycho sexual development
    e.g. an adult having a temper tantrum, or “I don’t want to talk about this any more”
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29
Q

Identification

A

Identifying with a threatening person or group to become accepted or boost self esteem

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30
Q

Intellectualisation

A
  • Focus on abstract or impersonal ideas to avoid anxiety provoking situations
  • Allows memories to move through conscious and unconscious analysis
  • uses abstract thinking to detach oneself from feelings
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31
Q

Fairness to Freud

A
  • Tried to base his work on observation
  • Tried to find an explanation for what he saw
  • However his psychosexual theories don’t hold up
32
Q

PsychoSexual Theory

A
  • Based on primary drives of aggression and libido
  • These drives influence individuals in different ways according to their development
  • Appropriate progress through these stages leads to balanced id, ego & superego.
  • Imbalance through one stage inhibits progress to the next and causes incongruence, fixation at that stage and regression in the future.
33
Q

Psychosexual Stages - Oral

A
  • lasts for the first 12-18 mths
  • Conflict - Dependancy
  • Key experience - Breast Feeding
  • Regression - Over dependence, passive gullible personality
34
Q

Psychosexual Stages - Anal

A
  • Approx aged 2-3 years
  • Key Experience - Toilet Training
  • Conflict - Orderliness, cleanliness, compliance
  • Regression - overly neat and pedantic or compulsive personality
35
Q

Psychosexual Stages - Phallic

A
  • Approx 4-6 years old
  • Focuses on genitalia
  • Key experience - Is complicated
    * Children identify with their opposite sex parent
    * For boys results in Oedipus Complex, For girls is Electra Complex (Jung)
    *
36
Q

Oedipus/Electra Complex

A
  • Perception complexes with same sex parent
  • Same sex competition to possess the opposite sex parent
  • Says this is the stage where freud said girls develop penis envy because everybody wants a penis
37
Q

Psychosexual Stages - Latency

A
  • Approx 7-11 years
  • the calm after the storm of the phallic stage
  • Consolidation of previous stages
  • Demonstrated by managing aggresive drive and sublimating sexual drives
  • Learn to play well with others - school, sports & Play
38
Q

Psychosexual Stages - Genital

A
  • 12+ years
  • Sexual Maturity and relationships
  • This is the stage that is most criticised by modern psychology
39
Q

Neo-Freudians

A
  • Alfred Adler - Inferiority Complex
  • Karen Honey - Feminist: Signs of Regression
  • Erich Fromm - Crave clost Connection, Questionable decisions, Increasing technology Increases Independence
  • Carl Jung - Collective Unconscious
40
Q

Neo-Freudian Principles

A
  • Generally share emphasis on Unconscious behaviour
  • Identify the importance of early experience
  • Determinisim - Early experiences shape how we behave as adults
41
Q

Neo-Freudian Principles - Different from Freud

A
  • Place less importance on sexuality as a driving force
  • Optimistic about personality development through lifespan
42
Q

Alfred Adler

A
  • Adler believed aggression and sex were not primary drives but superiority
  • Origin of Inferiority Complex -
43
Q

Inferiority Complex

A
  • People who can’t acheive superiority behave in ways to try and accomodate
  • Unrealistic sense of inadequacy
  • Sometimes marked by aggresive behaviour in compensation
44
Q

Carl Jung

A
  • Early protege of Freud
  • Developed Theory of Collective Unconsciousness
  • Strongly disagreed with Freud’s thinking
  • Beleived in share inaccessible ancestral memory
  • Explains Similarites of beleifs across cultures
  • We have unconscious understanding of the world that gets passed on
45
Q

Karen Horney

A
  • Reviserd psychoanalytic theory highlighting Inheritied differences of men and women
  • Traced differences to society & culture not biology
  • Said idea of genetic differences was a sign of represion of women
  • Became critical of Freud and his thoeories
46
Q

Eric Frohm

A
  • We crave close connections
  • Increasing technology increases independence
  • Can lead to questionable decisions
47
Q

Neo-Freudian Ideas

A
  • Objects Relations Theory
  • Relational Psychoanalysis
48
Q

Object Relations Theory

A
  • Modern refinement of psychoanalytic thoery
  • Focused on childhood experiences framing adult personality
  • Positive or negative experiences become objects - or objectified
  • Stored in unconscious and predict adult behaviour and social interactions
49
Q

Object Relations Theory

A
  • Modern refinement of psychoanalytic theory
  • Focused on childhood experiences framing adult personality
  • Positive or negative experiences become objects - or objectified
  • Stored in unconscious and predict adult behaviour and social interactions
50
Q

Relational Psychoanalysis

A
  • Focuses on the relationship between the Therapist and the Client
51
Q

Life History Methods

A
  • Unconscious mind is a motivator that drives our behaviour
  • Focus on drawing out the unconscious patterns
  • Aim to understand the wholeperson through their experience
  • Identify consistent pattersn in drivers
  • Uses case studies
    *
52
Q

Projective Tests

A
  • Assumes persons presented with vague stimulus will project their own desires into the stimulus
  • Rorschach Inkblot Test
  • Thematic Apperception Test (TAT)
  • Reliability and Validity have been found to be low for Projective Tests
53
Q

Psychoanalytic Theory Limitations

A
  • Unfalsifiable - Not Testable
  • Sexism - Penis Envy, study focuses on males
  • Questionable concept of unsconcscious - Can we measure what we don’t know?
  • Unrepresentative samples and unreliable data
  • Limited External Validity
54
Q

Psychoanalytic Theory Contributions

A
  • Supports the impact of unconscious on behaviour
  • Childhood Experiences
  • Human thought and action has meaning
  • Inspired a drive for testable reasonable thoeries of personalitay
55
Q

Behaviorist Approach to Personality

A
  • Personality is a bundle of habits
  • Controlled by genes and contingencies
  • Deterministic - Experiences can predict behaviour
  • is cause and effect related and we can’t deviate from that
56
Q

Internal Vs External Forces Motivate Behaviour

A
  • Recognises External Forces as well as Internal Forces affect behaviour
  • External forces can be rewards & punishments
  • Intrnal Forces can be instinct or unsconscious
57
Q

Albert Bandura

A
  • Reciprocal Determinism
  • Social Environment and Cognitivist ways of learning
  • Classical and Operant condtioning are socially and cognitively mediated
  • We become who we are by watching and seeing what behaviour gets rewarded or punished
  • Constant interaction between behaviours, environment and reactions
58
Q

Vicarious Learning

A
  • We learn by watching as well as by doing
59
Q

Locus of Control

A
  • Introduced by Julian Rotter 1966
  • How much do individuals beleive that outcomes are within their control
  • Reinforcers can lie inside or outside of our control
  • Not two separate personality types
  • On a continuum and people vary on that continuum throughout life
60
Q

External Locus of Control

A
  • Life outcomes are not under presonal control
  • Luck, chance and powerful others control outcomes
  • Negative and positive outcomes are out of their control so it makes learning from experience more difficult
  • Usually associated with distress

e.g. Many people have miserable lives because of their parents
You can be successful just by being at the right place at the right time

61
Q

Internal Locus of Control

A
  • Life outcomes are under personal control
  • Positively correlate with self esteem
  • Use more problem focussed coping skills
  • Negative outcomes seem like punishments and positive ones seem like rewards

e.g. If you set realistic goals you can succeed no matter what
If I study hard enough, I can pass any exam

62
Q

Self Efficacy

A
  • A belief that we are able to acheive things
  • related to Locus of Control and often considered the same thing
63
Q

Cognitive Social Model of Behaviour

A

Analogy that there is a black box in mind
* Attempt to understand how black box process input (stimulus) & output (response)
* George Kelly 1955

64
Q

Process for Cogntitive Social Model

A
  1. Encoding - Catergorising Personal Constructs that are significant; Schemas
  2. Personal Value - Relevance of the event for goals; what will happen if we put effort or reduce effortwith construct
  3. Self-Efficacy - do we beleive we cna affect outcomes
  4. Competencies - do we have the skills required to execute this outcome
  5. Behaviour Outcome Expectancy - Expectancy that the behaviour will produce the desired result
  6. Behavioural Plan - Construct a plan of action if we beleive we can succeed
  7. Behaviour - Execute the Plan
  8. Self Regulation - Evaluate our performance and adjust behaviour and set new goals
65
Q

Information Processing Theory

A
  • Cognitive development studies that aims to explain how information is encoded into memory
  • Humans process the information they receive, rather than merely responding to stimuli
  • Cantor and Kihlstrom 1988
  • Personal Constructs is key to who we are
  • How we perceive ourselves, experiences and constructs is our personality
66
Q

Social Cognitive Learning Limitations

A
  • Discount emotional experiences
  • Assume conscious awarense of motivating factors
  • People act when they know what they think, feel and want
  • Rationalise behaviour at the expense of emotion
  • Does not allow for experiences that are context dependant
67
Q

Social Cognitive Learning Contributions

A
  • Focus on the role of Thought and Memory in personality
  • Is testable - Measure factors in applied settings
  • Brought new understanding of behaviour and personality - not just output
68
Q

Cognitve Agency

A
  • The ability to use experience in our behaviour
  • Not just unconscious reactions
  • Not just reactive responses
  • Factors have a sya in how we behave
69
Q

Humanistic Approach to Personality

A
  • Alternative to psychoanalysis and behavioursim
  • Focus on aspects of life that are distinctly humean
    • Find Meaning in Life
    • Being “True” to the Self
  • Embrace Free Will in contrast to determinism
70
Q

Maslow’s Hierarchy of Needs

A
  1. Physiological
  2. Safety
  3. Love/Belonging
  4. Esteem
  5. Self Actualisation
71
Q

Maslow Self Actualisation

A
  • Maslow started with people who he thought achieved acutalisation
    - Albert Einstein, Eleanor Roosevelt, Mother Theresa
  • Said these people were creative, spontaneous and acceptinig of self and others
  • Can also be difficult to work with due to aloof and driven nature
72
Q

Peak Experiences

A
  • Actualised people were prone to experiences that displayed their full potential
  • Euphoric moments of clarity
73
Q

Carl Rogers - Person Centred Approach

A
  • Rejected Determinism and embraced Free will
  • Self Actualisation is a core human motive
  • Devised a person centred approach to therapy
  • Crucial tool for Therapy is Empathy and ability to undertand anothers experience.
74
Q

Person Centred Approach - 3 Main Components of Personality

A
  • Organism
  • Self
  • Conditions of Worth
    Then
  • Incongruence
75
Q

Person Centred Approach - The Organism

A
  • Innate genetic blueprint of each individual
  • We then surround ourselves with factors

psyc3112 - individual differences (10 decks)

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