Behavioral Sciences 6: Identity and Personality Flashcards
(108 cards)
1
Q
Self-schema
A
self-given label that carries with it a set of qualities
2
Q
self-concept
A
the sum of the ways in which we describe ourselves
who we are in the present, who we used to be, and who we might be in the future
3
Q
Identity
A
individual components of our self-concept related to the groups to which we belong
4
Q
Gender identity
A
describes a person’s appraisal of him- of herself on scales of masculinity and femininity
is usually well established by age three, but can morph and change over time
5
Q
Androgyny
A
state of being simultaneously very masculine and very feminine
6
Q
Undifferentiated (identity)
A
low scores on both scales of masculinity and femininity
7
Q
gender schema
A
theory that holds that key components of gender identity are transmitted through cultural and societal means
8
Q
Ethnic identity
A
one’s ethnic group, in which members typically share a common ancestry, cultural heritage, and language
9
Q
Nationality
A
result of shared history, media, cuisine, and national symbols such as a country’s flag
10
Q
Hierarchy of salience
A
dictates which identity holds the most importance for us at any given moment
the more salient (noticeable) our identity, the more we conform to the role expectations of the identity
11
Q
Self-discrepancy theory
A
maintains that each of us has three selves; actual self, ideal self, and ought self
12
Q
Actual self
A
the way we see ourselves as we currently are
13
Q
Ideal self
A
the person we would like to be
14
Q
Ought self
A
our representation of the way others think we should be
15
Q
self-esteem
A
self-worth; a measure of how we feel about ourselves
the closer our three selves (actual, ideal, ought) are to each other, the higher our self-worth
16
Q
Self-efficacy
A
our belief in our ability to succeed
17
Q
Locus of control
A
the way we characterize the influences in our lives
can be internal (self-control) or external
18
Q
Freud’s five stages of psychosexual development
A
Freud’s theory that children are faced with a conflict between societal demands and the desire to reduce the libidinal tension associated with different erogenous zones of the body
- oral stage
- anal stage
- phallic stage
- latency stage
- genital stage
19
Q
Fixation
A
failure during Freud’s psychosexual stages of development to release libidinal energy
occurs when a child is overindulged or overly frustrated during a stage of development
20
Q
Neurosis
A
relatively mild mental illness that is not caused by organic disease, involving symptoms of stress (depression, anxiety, obsessive behavior, hypochondria) but not a radical loss of touch with reality
formed in response to the anxiety caused by fixation
21
Q
Oral Stage
A
first stage of psychosexual development
0 to 1 year
gratification is obtained primarily through putting objects into the mouth, biting, and sucking
22
Q
Anal Stage
A
second stage of psychosexual development
1 to 3 years
libido is centered on the anus and gratification is gained through the elimination and retention of waste materials
23
Q
Phallic (Oedipal) stage
A
third stage of psychosexualdevelopment
3 to 5 years
male: Oedipal conflict - child envies his father’s intimate relationship with his mother and fears castration at his father’s hands; resolved by sublimation - child largely de-eroticizes his feelings for his mother and begins to identify with his father
female: Electra conflict - also resolved by sublimation; have penis envy, may act masculine; may be less morally developed
24
Q
latency stage
A
fourth stage of psychosexual development
libido is sublimated until puberty
25
Genital stage
**fifth stage** of psychosexual development
beginning in **puberty and lasting through adulthood**
if **prior development** occurred, the person should enter a **healthy** heterosexual relationship
if **sexual trauma** of childhood occurred/has not been resolved, the person may become a **homosexual, asexual, or develop a fetish**
26
Erik Erikson
developed stages of **personality development** based on a **series of crises** that derive from **conflicts** between **needs and social demands**
27
Erikson's psychosocial development
1. Trust vs. mistrust
2. autonomy vs. shame and doubt
3. initiative vs. guilt
4. industry vs. inferiority
5. identity vs. role confusion
6. intimacy vs. isolation
7. generativity vs. stagnation
8. integrity vs. despair
28
Trust vs. mistrust
**first conflict** of Erikson psychosocial development
0 to 1 year
child will come to **trust his environment as well as himself**
if not, the child will often be **suspicious** of the world
***Can I trust the world?***
29
Autonomy vs. shame and doubt
**second conflict** of psychosocial development
1 to 3 years
the child feels that he is able to **exert control** over the world and to exercise **choice as well as self-restraint**
if not, a **sense of doubt** and a **persistent external locus of control**
***Is it okay to be me?***
30
Initiative vs. guilt
**third conflict** of psychosocial development
3 to 6 years
the child has a **sense of purpose**, the ability to initiate activities, and the ability to enjoy accomplishment
if not, the child will be **overcome by the fear of punishment** and may either unduly restrict himself or may overcompensate by showing off
***Is it okay for me to do, move, and act?***
31
Industry vs. inferiority
**fourth conflict** of psychosocial development
6 to 12 years
the child will feel **competent**, be able to exercise his or her abilities and intelligence in the world, and be able to **affect the world** in the way that the child desires
if not, a sense of **inadequacy**, a sense of inability to act in a competent manner, and **low self-esteem**
***Can I make it in the world of people and things?***
32
Identity vs. role confusion
**fifth stage** of psychosocial development
12 to 20 years
**physiological revolution**; the child/adult is able to practice **fidelity**, the ability to see oneself as a **unique and integrated person** with **sustained loyalties**
if not, child experiences **confusion** about his/her identity and an **amorphous personality** that shifts from day to day
***Who am I? What can I be?***
33
Intimacy vs. Isolation
**sixth conflict** of psychosocial development
20 to 40 years
the adult is able to **love**, has the ability to have intimate relationships with others, and the ability to **commit oneself** to another person and to one's own goals
if not, there will be an **avoidance of commitment**, alienation, and distancing of oneself from others and one's ideals
***Can I love?***
34
Generativity vs. stagnation
**seventh conflict** of psychosocial development
40 to 65 years
the person is capable of being a **productive**, caring, and contributing member of society
if not, a sense of **stagnation** and may become **self-indulgent, bored, and self-centered** with little care for others
***Can I make my life count?***
35
Integrity vs. despair
**eighth conflict** of psychosocial development
above 65 years
the person will have **wisdom**, assurance in the meaning of life, dignity, and an **acceptance with death**
if not, the person will have feelings of **bitterness about one's life**, a feeling that life has been worthless, and **fear over one's own impending death**
***Is it okay to have been me?***
36
Kohlberg's moral reasoning
theory of personality development that focuses on the development of moral thinking
1. **preconventional morality**
* obedience
* self-interest
2. **conventional morality**
* conformity
* law and order
3. **postconventional morality**
* social contract
* universal human ethics
thought of it as a progression in which each stage is adopted and then abandoned for the next as the individual progresses
37
Preconventional morality
**first phase** of moral reasoning
typical of **preadolescent thinking** and places an emphasis on the **consequences** of the moral choice
stage one is **obedience - avoiding punishment**
stage two is **self-interest** - **gaining rewards**
also called the **in****strumental relativist stage** because its based on the concepts of reciprocity and sharing
38
Conventional morality
**second phase** of moral reasoning
begins to develop in early adolescence when individuals begin to see themselves in terms of their **relationships to others**; based on **understanding and accepting social rules**
stage three is **conformity** - **obedience to social norms**
places emphasis on the "good boy, nice girl" orientation in which a *person seeks the approval of others*
stage four is **law and order** - **maintains the *social order*** in the highest regard
39
Postconventional morality
**third phase** of moral reasoning
describes a level of reasoning that Kohlberg claimed not everyone was capable of and is based on social mores
stage five is **social contract** - views moral rules as conventions that are designed to *ensure the greater good*, with reasoning focused on ***individual rights***
stage six is **universal human ethics** - reasons that decisions should be made in consideration of ***abstract principles***
40
Vygotsky's cultural and biosocial development
engine driving **cognitive development** was the child's internalization of various aspects of the **culture**: rules, symbols, language
41
Zone of Proximal Development
Vygotsky;
skills and abilities that a child has **not yet fully developed** but are in the process of development and require a more **knowledgeable other** to acquire
42
Theory of mind
ability to **sense how another's mind works**
ex. understanding how a person is interpreting a story while you tell it
43
Looking-glass self
the process wherein individuals base their sense of self on **how they believe others view them**
relies on others **reflecting our *selves* back to *ourselves***
44
Personality
describes the **set of thoughts, feelings, traits, and behaviors** that are characteristic of an individual across time and different locations
45
Psychoanalytic Perspective
assumes **unconscious internal states** that **motivate the overt actions** of individuals and determine personality
focuses more on troubled individuals and their urges
46
Id
consists of all the **basic, primal, inborn urges** to **survive and reproduce**
functions according to the **pleasure principle**
47
Pleasure principle
aim is to achieve **immediate gratification** to relieve any pent-up tension
48
Primary process
id's response to **frustration**: ***obtain satisfaction now, not later***
49
Wish Fulfillment
**mental imagery** that fulfills the need for **satisfaction**
ex. daydreaming, fantasy
50
Ego
operates according to the **reality principle** in order to meet the demands of objective reality
performs **secondary process**
mediates between the id and superego
51
Secondary Process
takes into account **objective reality** as it **guides or inhibits** the activity of the id and the **id's pleasure principle**
52
Reality principle
aims to **postpone the pleasure principle** until satisfication can actually be obtained
53
Superego
personality's **perfectionist**, judging our actions, and responding with pride at our accomplishments and guilt at our failures
desires are refined and focused on the **ideal self**
54
Two divisions of superego
**conscience** and **ego-ideal**
55
Conscience
collection of the **improper actions** for which a child is **punished**
56
Ego-ideal
consists of those **proper actions** for which a child is **rewarded**
57
Preconscious
thoughts that **we aren't currently aware of**
58
Instinct
innate psychological representation of a biological need
two types:
**life instincts** - promote an individual's quest for survival
**death instincts** - represent an unconscious wish for death and destruction
59
Characteristics of defense mechanisms:
used by the ego to **relieve anxiety** caused by the **clash** of id and superego
first: they **deny, falsify, or distort reality**
second: **they operate unconsciously**
60
Types of defense mechanisms
repression, suppression, regression, reaction formation, projection, rationalization, displacements, and sublimation
61
Repression
ego's way of **forcing undesired thoughts and urges to the unconscious**, and the aim of which is to **disguise threatening impulses** that may find their way back from the unconscious
62
Suppression
more **deliberate, conscious form of forgetting**
63
Regression
**reversion** to an earlier developmental stage
64
Reaction formation
the **suppressing of urges** by unconsciously converting them into their **exact opposites**
65
Projection
defense mechanism by which individuals **attribute their undesired feelings to others**
66
Rorschach inkblot test
relies on the assumption that the client **projects** his or her unconscious feelings onto the shape
67
Thematic apperception test
consists of a **series of pictures** that are presented to the client, who is asked to **make up a story** about each one
68
Rationalization
**justification** of behaviors in a manner that is **acceptable** to the self and society
69
Displacement
describes the **transference** of an **undesired urge** from **one person or object to another**
70
Sublimation
transformation of **unacceptable urges** into **socially acceptable behaviors**
71
Jung's division of unconsciousness
**personal unconscious** (similar to Freudian unconscious, repressed thoughts) and **collective unconscious**
72
Collective unconscious
powerful system that is **shared among all humans** and considered to be a **residue of the experiences of our early ancestors**
73
Persona
likened to a **mask** that we wear in public
part of our personality that **we present to the world**
adaptive to social interactions, emphasizing qualities that **improve social standing**
74
anima
a man's "**inner woman**"
explains **emotional** behavior
75
animus
a woman's "**inner man**"
explains **power-seeking** behavior
76
Shadow
responsible for the appearance of **unpleasant and socially reprehensible** thoughts, feelings, and actions in our consciousness
77
Self (Jung)
point of **intersection** between the **collective unconscious, personal unconscious, and the conscious mind**
78
Creative self
force by which each individual **shapes his uniqueness and establishes his personality**
79
Style of life
represents the **manifestation of the creative self** and describes a person's **unique way of achieving superiority**
80
Fictional finalism
an individual is **motivated** **more by expectations of the future** than by past experiences
81
Basic anxiety
**vulnerability and helplessness** caused by **inadequate parenting**
82
Basic hostility
**anger** caused by **neglect and rejection** from **inadequate parenting**
83
Object relations theory
process of **developing a psyche in relation to others** in the childhood environment
84
Humanistic theory
focuses on the **value of individuals** and take a more **person-centered approach**, describing those ways in which healthy people strive toward self-realization
personality is result of conscious feelings we have for ourselves as we attempt to attain needs and goals
85
Gestalt therapy
practitioners tend to take a **holistic view** of the self seeing each individual as a **complete person** rather than reducing him to individual behaviors or drives
86
Force field theory
field of study that **focuses on situations** in the present
**field** = one's **current state of mind** (sum of forces/influences on the individual)
87
Peak experiences
profound and **deeply moving experiences** in a person's life that have **important and lasting effects** on the individual
88
**Client-centered** (person-centered or nondirective) therapy
helps the client **reflect on problems**, make choices, generate solutions, take positive action, and **determine his or her own destiny**
89
Unconditional positive regard
therapeutic technique by which the **therapist accepts the client completely** and expresses empathy in order to promote **a positive therapeutic environment**
90
type theorists
psychologists that attempt to create a **taxonomy of personality types**
91
trait theorists
psychologists that prefer to describe the individual **personality** as the **sum of the person' characteristic behaviors**
92
somatotypes
personality types **based on body type**
93
PEN model
created by the Eysencks; includes **psychoticism, extraversion,** and **neuroticism**
94
Psychoticism
measure of **non-conformity or social deviance**
95
Extraversion
measure of **tolerance** for **social interaction and stimulation**
96
Neuroticism
measure of **emotional arousal in stressful situations**
97
Big Five Traits of Personality
developed from the PEN model
## Footnote
**openness**
**conscientiousness**
**extraversion**
**agreeableness**
**neuroticism**
***OCEAN***
98
Gordon Allport's three basic types of traits
**cardinal**, **central**, and **secondary** traits
99
Cardinal Traits
traits around which a person **organizes his of her life**
100
Central Traits
represent **major characteristics of the personality** that are easy to infer, such as honesty or charisma
101
Secondary Traits
personal characteristics that are **more limited in occurrence**
aspects of one's personality that **only appear in close groups or specific social situations**
102
Functional autonomy
behavior **continues despite satisfaction** of the drive that originally created the behavior
103
behaviorist perspective
perspective of personality that is based heavily on **operant conditioning**
personality is a **reflection** of behaviors that have been **reinforced** over time
104
Social cognitive perspective
personality perspective that studies how our **environment influences our behavior** and how we interact with that environment
105
Reciprocal determinism
refers to the idea that our **thoughts, feelings, behaviors, and environment all interact with each other** to determine our actions in a given situation
106
Biological Perspective
perspective that believes that **personality** can be explained as a result of **genetic expression** in the brain
107
Dispositional approach
**behavior** is primarily determined by an individual's **personality**
108
Situational approach
**behavior** is primarily determined by an individual's **environment and context**
