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AP Psych > Intelligence and Personality > Flashcards

Intelligence and Personality Flashcards

1
Q

Freud

A 
Viennese Jew
went to med school bubt wanted to research but antisemitism 
specialty= nervous disorders 
wrote interpretation of dreams and another book
pessimist 
childhood determines life 
Vienna- sexuallt repressed made sex ok 
worked with wealthy women
wife chaperoned
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2
Q

the unconscious

A

the main causes of behavior are buried in the unconscious mind

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3
Q

id

A

instinctual drives
little child that wants everything candy store
pleasure principle- what makes me feel good
illogical
immediate gratification
often don’t know deep tendencies of the id

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4
Q

What is a disorder to Freud?

A

an imbalance between the id, ego, and supergo

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5
Q

ego

A

conscious rational plans things
mediates
reality principle- what is socially accceptable
makes sense of world/finds meaning

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6
Q

Superego

A 
moralistic, judgemental, perfection 
parental part 
holds ego ideal- best self you can be/soce of ethics
conscience
can be aware of it, but most are not 
not as deep as id
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7
Q

Oral

A 
birth- year 
first stage of psychosexual development 
mouth associated w/sexual pleasure
weaning a child can lead to fixation- give up on own 
can lead to oral activities in adulthood
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8
Q

Anal

A

1-3year
anus is associated with pleasure
toilet training can lead to fixation if not done right
can lead to anal retentive or expulsive behaviors (huge mess)

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9
Q

Phallic

A

3-5 years
focus of pleasure shifts to genitals
Oedipus or Electra complex
fixation can lead to excessive masculinity in males and need for attention and domination in females
resolved by identifying with same sex parent and internalizing beliefs
personality=done by the end

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10
Q

Penis Envy

A

Freud
phallic stage
girls are jealous of boy’s penis

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11
Q

Latency

A

sexual energy submerged (do not submerge a cermet)

lasts from child to teen

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12
Q

Genital stage

A

adult sexualitty

sexy feelings reemerge and are directed towards others

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13
Q

Defense Mechanisms

A

Freud (who else?_
the ego protects itself from the big scary world out their through unconscious (of course) means
help through the tought times
can be maladaptive if used in excess

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14
Q

Denial

A

rejecting the truth of a painful reality, as in a person’s refusal to accept a frightening medical diagnosis

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15
Q

Displacement

A 
taking out an emotion  on a safe or more accessible target than the actual source of the emotion, punching the wall rather than confronting your boss
#CHAINOFSCREAMING
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16
Q

Projection

A

Atrributing something that we don’t like about ourselves to someone else, like if I accuse someone else of being too passive becuase I am unconciously afraid of my own tendencies

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17
Q

Rationalixation

A

excuse making
have to cheat because everyone else will
it is totally ok to eat 45 cookies, after all, I did totally rock some new shoes

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18
Q

Reaction Formation

A

think opposite
protect ourselves from undesirable emotions by behaving in ways opposite of how we feel,
shower those we hate with affection
#Sansastark

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19
Q

Regression

A

figuratively going back in time to a safer, simpler wat of being
assume childlike behaviors in times of stress
barbie marathon

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20
Q

Repression

A

unconscious fotgetting
something painful buried so eep that we no longer know it is there, as can occur with physical or sexual abuse in childhood

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21
Q

Sublimination

A

associate with substitution
an undesirable emotion or drive is replaced with a socially acceptable one
ex. surgeons are sublimating aggression

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22
Q

Suppression

A 
conscious forgetting 
push something out of your mind 
"Oh college apps are due soon" 
yup I am trying not to think about that 
different from a true mechanism
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23
Q

evaluation of Freud

A

homogeneous,small sample
andrcentric
never worked with children

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24
Q

Freudian Slip

A

tell others things that don’t consciously wish to tell them but which some out anyway
seduced vs. introduced
Love harvey

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25
Q

Neo Freudians

A

Split with Freud
kept the psychodynamic aspects (personalityis a process driven by motivaitonal energy)
but looked at diff types of motivation (not just sex), and focused more on conscious thought, social variables, and the span of someone’s whole life

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26
Q

Jung

A

was Freud’s protege until they split (Jung thought differently about unconscious (personal unconscious and collective unconscious) and thought he focused a smidge too much on sex

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27
Q

Personal Unconscious

A

Jung basically the id

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28
Q

Collective Unconscious

A

Jung

like basically a reserve of memories shared by all humans, gives us archetypes

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29
Q

Principle of opposites

A 
personality is a balance between opposites, most people prefer one 
#introvert vs extrovert and myers briggs
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30
Q

Horney

A 
Oedipus, penis envy are sexist 
sex differences are due to society 
personality is more than just childhood 
basic anxiety 
neurotic needs
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31
Q

basic anxiety

A

isolation and uncertainty leads to issues

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32
Q

Neurotic needs

A

normal desires taken to extremes can move towards, against, or away from others

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33
Q

Alfred Adler

A

birth order and inferiority complex

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34
Q

Inferioirty complex

A

unconscious feeling of inferioirty, can have super simple causes, like being told you are bad at things, breeds compensation

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35
Q

Personality

A

enduring patten of thoughts, feelings, and behaviors that makes each of us unique

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36
Q

nature vs nurture

A

major psych debate

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37
Q

temperament

A

a child’s mood, emotionality, and preferred activity level

classified in terms of reactivity

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38
Q

high-reactive infants

A

apprehensive, react intensely and fearfully to new situations

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39
Q

low-reactive infants

A

sociable calm go wit hthe flow

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40
Q

Idiographic methods

A

evaluate case studies individually

Freudian

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41
Q

Nomothetic approaches

A

assume all people share the same traits to differing degrees
norms
compare people to others

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42
Q

Trait theory

A

focus on the characteristics that define people and endure over time and situations

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43
Q

trait

A

tendency towards certain behaviors or smoetions, no matter the situation

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44
Q

Gordon Allport

A 
port 
c
central
things go around 
idiographic 
trait theorist
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45
Q

Cardinal Trait

A 
#Allport #Traittheorist 
single deining personality trait dominant in all situations 
sounds like your close friends? most likely not because very few people have them
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46
Q

Central Trait

A

Allport
5-10
significant characteristics that form the core of our personality
think like GoT Houses

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47
Q

Secondary Traits

A

often present in a person but not as defining

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48
Q

Raymond Cattel

A

Cat telling you about your personality
statstical analysis of charactistics called factor analysis
16PF
trait theory

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49
Q

16 PF

A

Cattell’s 16 personality factors
fundamental to all people
scale
cat telling you about personality, then scratching the board, then flying away in an airplane

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50
Q

Hans Eysenck

A

PEN

trait theorist
hands and eyes help you write with your pen

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51
Q

PEN

A

Eysenck
Psychoticism (apathy to empathy)
Extroversion (oiutgoingness)
Neuroticism (emotional stability)

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52
Q

Big Five/Five Factor Model

A

Openness: open to new experiences and learning
Conscientiousness: the degree to which one is response, hard working, and reliable
Extroveresion: outgoingness
Agreeableness: donest/considerate/likable
Neuroticism: anxious/self-consciousness/ impuslive emotional stability

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53
Q

Criticisms of trait theorists

A
  1. situations though

2. where do traits come from

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54
Q

Type and Type B

A

Type A: driven, competitive, rigid, hostile, and intense

Type B: calm, laid back, easy going

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55
Q

Behaviorist Theory

A

driven by BF SKinner and op conditioning
personality is recation to situation
radical behaviorists: personalitt is a result of conditioning alone

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56
Q

Social-Cognitive Theory

A 
blends elemnts of cognitive perspective, behaviorist perspective, and sociocultural perspective 
#Bobo doll
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57
Q

Self-efficacy

A

sense that you can control outcomes in enviro

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58
Q

Reciprocal determinism

A

Bandura
cycle/traingle loop with behavior, enviro, and thinking
develop through watching others, but also choose envrios, which expose us to things, which leads us to make more choices……
act funny, people laugh, I’m funny, tell more jokes

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59
Q

Julian Rotter

A

Loci of Control
Rotten tomatoes—> control perceptions of movies
social-cognitive

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60
Q

Internal Locus of control

A

Julian Rotter
control the consequences of behaviors
steer ship
what can I do better?

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61
Q

Extrernal Locus of control

A 
Julian Rotter 
outcomes out of control 
can't really influence what happens 
life happens to them 
don't get a job- bad luck
62
Q

George Kelly

A

personal construct

kelly constructs the plant box

63
Q

Personal Construct

A

George Kelly
individual views of right and wrong that we eeach construct
personality is built from interpretations of life
some like silence, some hate it
melissa is moral copmass
social-cognitive

64
Q

Seligman

A

learned helplessness
explanatory styles
social-cognitive

65
Q

Explanatory styles

A

how we explain success and failure

66
Q

Optimistic Explanatory style

A

more likely to tell self that bad thimes won’t last, don’t need to affect whole life
tend not to blame self
Kaylee Andy

67
Q

Pessimistic Explanatory

A

see bad times as stable and unlikely to change painful events impact whole lives
blame self
April

68
Q

Humanistic Perspective

A

upbeat and optimistic
person-centered
inner capactiy for growth and self-fulfillment
Personality a result of individual’s conscious choices to shape world
third force in psych

69
Q

Criticism of humanism

A

unrealistically positive about human motivations
ignores capactity for evil
empirics though

70
Q

Self-actualization

A

Maslow

fullest potential

71
Q

Maslow

A

self-actualization and hierarchy of needs

72
Q

Rogers

A 
real self(who you are) vs ideal seld(who you want to be)  
Unconditional Positive Regard
73
Q

UPR

A

nonjudgemental love

opp of conditions of worth—> love is more than just certain requirements

74
Q

Individualism

A

individual achievement
personal goals
independence and leadership

75
Q

Collectivism

A

group goals

garmony

76
Q

Fritz Heider

A

Attribution Theory

attribution explains the causes of behavior ours and others

77
Q

dispositional attribution

A 
attribute outcome to seld 
internal aspect 
owning it 
fail a test ---> I could have and should have tried harder
work hard, do well
78
Q

Situational Attribution

A

attribute outcome to nonself enviro
throwing it at ecternal force
fail a test, well the room wasn’t pink so #Sax not gonna pass

79
Q

Fundamental Attribution Errors

A

make dispositional attribution for negative behavior of others while ignoring situational
get cut off, he is mean (not oh maybe he really needs to get to hospital)

80
Q

Savants

A

indiciduals with serious cognitive limitations such as intellectual disabilities or autism who have a remarkable talent in like art or music

81
Q

Charles Spearman

A

Spearman—> spearmint—> gum —>g

82
Q

General intelligence

A 
g Spearman 
can be empirically assessed 
one factor underlies ability to perform well on many tests 
skill (s) supported by gen intelligence 
arrived at from factor analysis
83
Q

Factor Analysis

A

statistical technique to that looks at correlations

measures extent to which there are common factors

84
Q

Fluid and Crystalized Intelligence

A

Cattell

break down intelligence into two things

85
Q

Crystallized Intelligence

A 
Cattell 
absorb, retain, and access info 
acquired knowledge 
semantic 
memory 
increases over time
86
Q

Fluid Intelligence

A 
ability to process info quickly and solve problems that haven't been seen before 
speed and flexibility 
relationships between problems 
algorithms and heuristics 
spatial/visualization 
declines with age
87
Q

Louis Thurstone

A 
seven primary mental abilities 
factor analysis 
Verbal comprehension 
Verbal Fluency 
Inductive Reasoning 
Spatial Tasks 
Number Computations 
Memory 
Perceptual Speed 
opposition to Spearman
all equally imp 
VVIPS NM 
vvips no more
88
Q

Triarchic Theory

A 
Sternberg 
a cognitive theory 
pratical intelligence
analytical intelligence
creative intelligence
PAC--> what do oyu need to form a pac? 
have to be able to look at the issues (analytical) think of new solutions (creative) and sell it to donors (practical) 
all three are independent and different dimensions for evaluating and describing people
89
Q

Practical Intelligence

A 
cope with people and events 
read others 
street smarts
not IQ 
horse track 
Sternberg 
Triarchic Theory
90
Q

Analytical Intelligence

A

Sternberg
Triarchic Theory
logical reasoning
analyze problems and find answers related to grades

91
Q

Creative Intelligence

A

New ideas and relationships among concepts
ex. Picasso and cubism
thinking up a theory

92
Q

Multiple Intelligence

A 
Gardner 
seven separate mental abilities 
mant flowers 
Linguistic 
Logical 
Spatial 
Musical 
Bodily-kinesthetic
Interpersonal 
Interpersonal 
Emotional 
Naturalistic
Spiritual 
Existential 
BILLS MINEES 
diff parts of brain
93
Q

Linguistic Intelligence

A

Gardner

IQ tests vocab reading comp

94
Q

Logical Mathemtical Intelligence

A

Gardner IQ analogies math logic

95
Q

Spatial Intelligence

A

Gardner form mental images and spatial relations

96
Q

Musical Intelligence

A

Garnder

perform compose and appreciate music

97
Q

Bodily Kinesthetic Intelligence

A

Controlled movement and coordination

Gardner

98
Q

Interpersonal Intelligence

A

Gardner

understand emotions, intentions, and actions of others

99
Q

Intrapersonal Intelligence

A

Gardner

know one seld, sense of ident, regulate life

100
Q

Emotional Intelligence

A

Similar to interpersonal and intrapersonal intelligence

gardner

101
Q

Naturlastic INtelligence

A

classify living things
hunter gatherer
all about that nature
gardner

102
Q

Spiritual Intelligence

A

think in abstract, spiritual terms
Diff cultures have diff values
gardner

103
Q

Existential Intelligence

A

Largest and smallest parts of universe, meaning of life, profound emotional experiences
Gardner

104
Q

Guilford’s cube Theory

A

over 150 cognitive skills

like he had 150 different cubes, each for a skill

105
Q

Goleman’s Emotional Intelligence Theory

A

Emotional Inelligence

the ability to understand and regulate your emotions and to understand others emotions

106
Q

Heritability

A

refers to the amount og difference within a particular group that can be attributed to genetics

107
Q

Heritability of INtelligence

A

50-60% heritable

50-60% of difference can be attributed to heredity

108
Q

Flynn Effect

A

IQ scores are increasing `

109
Q

Standardization

A

dev test-taking and scoring procedures that are consistent

  • directions, timing of test
  • norm the test
110
Q

SAT

A

500 mean
100 SD
200-800 Range

111
Q

Reliability

A 
ALL ABOUT THE SCORING WANT CONSISTENT SCORING
test-retest 
alternate forms 
split half 
inter rater 
intra rater
112
Q

Test retest reliability

A

take same over again, scores should be similar

113
Q

Alternate forms reliability

A

SAT in October vs in May (equivalent forms)

114
Q

Split half- reliability

A

see if the first half is as difficult as secong half

115
Q

Inter-rater reliability

A

more than one judge
different people grade, should have same or similar scores
AP reader

116
Q

Intra-rater reliability

A

Murph grades essats takes first four and then regrades

117
Q

Validity

A

how approprite the test, details, nuts and bolts that make up the test
does the test measure what it claims to measure
predictive
face
contentnt
construct
criterion

118
Q

Predictive Validity

A

thest test predicts some other measure or outsome
es SAT claims to predict 1st year college grades
aggressiong test and crim behav

119
Q

Face Validity

A

quick assess of test [title and first question = music, leave it at that] quick content

120
Q

Content Validity

A

in depth
does it test content/body of material you want it to assess
ex. Napoleon test but questions on royal family lacks in content validity

121
Q

Construct Validity

A 
build 
NOT CONTENT 
was it built to match the theory it is measuring 
ex. levels of hyperactivity 
start by defining/constructing hyper 
needs to address hyper 
meausre characteristics
ex. depression, just helplessness would be low in construct validity
122
Q

Criterion Validity

A

look at other measures
compare other measures
WAIS, more than just one type of intelligence
ex. recruit for football, not just scoring in one game, also respectful and intelligent and fast

123
Q

MIT study

A

femalre avg 10 points lower on SAT math but at end of second year, same GPA

124
Q

False positive

A

ex. test says they have schiz, when they really don’t

125
Q

Achievement tests

A

are designed to measure what one has learned

ex. Psych, APUSH

126
Q

Aptitude test

A 
designed to measure one's capacity for some future learning or task; what one is apt to do 
SAT meant to be 
IQ as well 
not though 
conduct disorder 
Occupational?
127
Q

Projective Test

A

test taker projects thoughts/ feeling onto stimuli
subjective
tester interprets

128
Q

Rorshach

A

1920s

swiss

129
Q

Rorshach Test

A

10 cards 5 bw 5 color decide what is going on in the pic
Inkblot
score based on
location- whole/parts/details
determinants- how color and forms are used
content- people objects sex
popularity- compare to others
tester interprets
good test retest
low prefictive validity (except for schizophrenia )

130
Q

TAT Thematic Apperception Test

A 
achievement motivation 
10-20 cards, make up a story 
tester looks for similarities 
depends on tester 
low reliability 
low validity with personality 
good predictive with achievement motivation (moderate) 
same with aggression and arousal
131
Q

Objective Tests

A 
scoring completed wit ha rubrix leaving little/no subjectivity from the scorer 
T/F 
Likert 
forced choise 
self-report

MMPI II
Myers briggs
16 PF
NEO-PI

132
Q

MMPI II

A

objective test
originally designed to diagnose disorders
still used in forensice psych/gen personality
notmed with disordered populations
500 T/F

133
Q

Myers Briggs

A

126 forced choice
rate them
heavily used by employers
objective test

134
Q

NEO-PI

A

big 5
objective test
pretty good reliability

135
Q

Barnum Effect

A 
apply descriptions to ourselves that are general
sucker syndrome 
horoscope 
personality demo 
fortune teller
136
Q

Intern’s Warning

A

can’t diagnose people

137
Q

peer pressure and group norms

A

different groups have different beliefs about school success
innate vs hard work

138
Q

Stereotype threat

A

Claude Steele
people reminded of a negative stereotype about their group, hurts performance
girls and math

139
Q

Self-fulfilling

A

if you believe it, it comes true

ex. in honors math, kids “know” they are good at math, kids in others may not so MCAS is harder for them

140
Q

Question Familiarity

A

one criticism is that on many tests the questions are more familiar to middle class/upper middle class than others

141
Q

Motivation as explanation for group difference

A

remember Maslow’s hierarchy?
kids who are worried about survival won’t care as much about schools
some schools have anti-intellectual so doing well is bad

142
Q

Intelligence Quotient

A

revision of Binet’s idea of mental age
IQ= mental age/chronological age * 100
works for adults but not kids
no longer used

143
Q

Standardized IQ

A 
intelligence test scores plotted on a normal curve
mean=median=mode 
mean = 100 
std dev = 15 
1/2 85-115 
4% exceptional
144
Q

WAIS/WISC

A 
most common IQ tests 
verbal comprehension 
perceptual reasoning 
working memory 
processing speed index 
 two broad scores FSIQ and GAI
145
Q

Raven’s Progressive Matrices

A

similar to the performance scale tasks on the WAIS

some believe it is the best measure of fluid intelligence

146
Q

Intellectual Disability

A

limited cognitive and adaptive functioning
adaptive functioning- ability to care for seld and meet general social expectations tend to have trouble with executive functions (planning strategies, doing multi-step problems, metacognitive skills)
can be result of multiple causes
originally just IQ
not IQ and adaptive
prefers using classifications based on the support they need
1. intermittent (as needed)
limited may be a limited time
extensive- long terms involvement (help with everyday)
4. pervasive = intense, long-term care

147
Q

Giftedeness

A

top 1% of pop IQ>135 IQ>145
other ratings use more than IQ
above avg IQ but extremely high levels of motivaiton or creativity
tend to come up with more ideas, better divergent thinking
isolated
may just be one domain

148
Q

group tests

A

given to many people at once

149
Q

individual tests

A

given in a one-on-one setting

150
Q

speed tests

A

timed
gnerally more items than the typical person can finish in th etime
relies on fluid intelligence

151
Q

Power tests

A

become more difficult as they go on

designed to measure upper limit of ability

152
Q

norms

A

give to a representative sample of indivduals similar to those it is designed for to get a standard

AP Psych (9 decks)

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