CH 1 - Defining Personality Flashcards
(134 cards)
1
Q
Is Personality psychology a Behavioural Science?
A
Yes
2
Q
What are the 4 Goals of Behavioural Science?
A
- Describing behavior
- Predicting behavior
- Determining causes of behavior
- Understanding – or – explaining behavior
3
Q
What are the 3 conditions required for establishing Causality?
- Determining causes of behavior
A
a) Temporal precedence
b) Covariation of Cause and Effect
c) No alternative explanations
4
Q
What are the 4 Goals of Behavioural Science?
A
- Describing behavior
- Predicting behavior
-
Determining causes of behavior
a) Temporal precedence
b) Covariation of Cause and Effect
c) No alternative explanations - Understanding – or – explaining behavior
5
Q
When Describing Behaviour – what is the first step in formulating theories?
A
Describing – What exactly are people doing?
6
Q
Give an example of – What exactly are people doing? – Observation
When Describing Behaviour – what is the first step in formulating theories?
A
- Some people in the class are taking notes on a computer, – while others are using a notebook — 18 people via computer and 12 people on a notebook.
- Here, I have DESCRIBED the exact behaviour of students. – Hence, we made an OBSERVATION – and – described the behaviour of individuals, – who are the subjects of focus in psychology.
7
Q
Which Statistics do we use when Describing Behaviour?
A
Descriptive statistics
8
Q
What is Descriptive statistics?
A
Stats – which tell us about the population – (it tells us what the people are doing), — but NOT about differences between people.
9
Q
Give an example of What is Descriptive statistics.
A
18 students out of 30 students – are taking notes on the computer:
18/30 =.60 = 60% of students are taking notes on a computer. – Here, 60% is DESCRIPTIVE STATISTICS.
10
Q
What does NOT the below example of DESCRIPTIVE STATISTICS tells us?
- 18 students out of 30 students are taking notes on the computer:
18/30 =.60 = 60% of students are taking notes on a computer. Here, 60% is DESCRIPTIVE STATISTICS.—
A
That – WHY some students – are taking notes on a computer – and – others on a notebook.
Does NOT – tell us the – about DIFFERENCES – between people.
11
Q
Give 3 examples of – Descriptive Behavior Research Questions:
A
- What genre of movie is most popular among adults over 60? — I go to the movie theatre, sample people who look like 60-yo and ask them what movie they like to watch. – I might find that action movies are the favourite genre of people above 60 years old. – It does NOT tell us WHY it is their favourite genre. Instead, it just tells us WHAT their favourite genre is.
- What is America’s favorite fast-food chain? — Google tells us it is McDonald’s, but does NOT tell us WHY.
- How do 8–18-year-olds spend their time on the computer? — 18yo on emails and 8 yold watching cartoons – , but does NOT tell us WHY.
- Workout at home vs. gym
- In which year do uni. students pick their major? – asking students
12
Q
When Describing Behaviour how are Descriptive Statistics most often reported/noted as?
A
In PERCENTAGES %
13
Q
What is Predicting Behavior or when can we predict how people will act?
A
If – we know certain features – about a person, – we can predict how they will act.
14
Q
What do we use when Predicting Behavior of others?
A
Predictive Modelling
15
Q
What is Predictive Modelling?
A
Stats which describe – how changes in one variable – relate to changes in a different variable.
16
Q
What is the role of the Independent Variable and Dependent Variable in Predictive Modelling?
A
- Independent variable: The variable – we manipulate or observe – to predict outcomes/DV.
- Dependent variable: The variable – whose levels – we are interested in predicting.
17
Q
Give 4 examples of Predicting Behavior Research Questions.
A
- Is number of sexual partners (DV) predicted by Extraversion (IV) ?
- Is intelligence (DV) predicted by number of years spent in school (IV)?
- Is aggression (DV) predicted by average height (IV)?
- Does your academic class (DV) predict whether or not you take notes on a computer (IV) or on a notebook (IV)?
18
Q
How are Predicting Behavior studies often reported in?
A
Scatter plot
19
Q
Give an example of – PREDICTING BEHAVIOUR studies are often reported in a scatter plot.
A
IV = x-axis (height)
DV = y-axis (aggression).
Here, we can see that as people grow taller, or taller people show more signs of aggression = Positive corelation.
20
Q
When may the correlation in the picture disappears?
AND
Why does this happens?
A
- This correlation disappears when – we consider GENDER into account. – Men tend to be taller than Women, – and also tend to score higher on aggression.
- This is called Third Variable/Confounding Variable Problem.
21
Q
Why is it important to establish CAUSALITY in behavioural research?
A
- Correlation does NOT mean causation.
- 2 variables being related – does NOT prove – one Causes the other.
- We must establish – CAUSALITY – to make causal claims.
22
Q
Give an example of –Why is it important to establish CAUSALITY in behavioural research?
A
- Correlation ≠ Causation
- Example: Height and aggression appear related — but Gender explains both
- Men tend to be taller and more aggressive.
- Gender is a confounding variable.
- Just because two variables are related does NOT mean one causes the other.
- To make causal claims, we must establish CAUSALITY.
- The cause of behaviour matters when explaining WHY people act a certain way.
23
Q
When Determining the Causes of Behavior – what question do we ask?
A
What CAUSES – individuals to behave – in specific ways?
24
Q
Give an example of – What CAUSES – individuals to behave – in specific ways?
A
- As Height (IV) increases, – so does Intelligence (DV) . – It does NOT – actually mean that being Taller – CAUSES – us to be intelligent.
- Instead, it just means that these 2 variables (Height, Intelligence) are related. — If we add Age as another variable (3rd Variable), then this relationship disappears, as 6yo is taller than 3yo, and also smarter.
25
How is the **Determining** the **Causes** of **Behavior** **DIFFERENT** than **Predicting Behaviour**?
* When **Predicting Behaviour** = we use **Predictive modelling**.
* When **Determining** the **Causes** of **Behavior** = we use **Inferential Statistics**.
26
What is **Inferential Statistics**?
27
When do we use **Inferential Statistics**?
When **Determining** the **Cause** of the **Behaviour** -- (When we are -- **trying** to **establish** **CAUSALITY**).
28
What does **Inferential Statistics** tells us?
It **tells** us -- **about** **DIFFERENCES** -- between **groups**.
29
Give 3 example of -- Determining the Causes of Behavior Research Questions.
* Does **experiencing fear** (**IV**) -- **CAUSE** -- people to be ***more attracted*** to ***those around them*** (***DV***)?
* Does **interacting with friends** (**IV**) -- **CAUSE** -- increases in ***happiness*** (***DV***)?
* Does **watching tv violence** (**IV**) -- **CAUSE** -- ***aggression*** (***DV***) in children?
30
“Research shows that a ***child’s aggressive behavior*** can be **PREDICTED BY** knowing **how much violence a child watches on television**”
They used **PREDICTED BY** here instead of saying **CAUSED BY**, as there are **other** **factors** involved. — Here, we **count** the **3rd variable** as **how competitive** the **game** is; then the above relationship **disappears**.
31
What are the 3 conditions required for establishing **Causality**?
3. **Determining causes** of **behavior**
a) ***Temporal precedence***
b) ***Covariation*** of ***Cause*** and ***Effect***
c) ***No alternative explanations***
32
What is **Temporal Precedence**?
The **Cause** -- **MUST** --- come **before** the **Effect**
## Footnote
**Precedence** = means **coming BEFORE**
**Temporal** means = **in relation to time**.
33
Give an example of **Temporal Precedence**.
**Playing video games** (**Cause**/**IV**) -- **MUST** -- come **before** ***Aggression*** (***Effect***/***DV***)
34
What is Covariation of Cause and Effect?
* **Cause present** → ***Effect occurs*** (it means that **when the CAUSE is present**, the ***EFFECT is present***).
* **Cause NOT present** → ***Effect does NOT occur*** (it means that when the **CAUSE is absent**, the ***EFFECT is absent***).
35
Give an example of --What is Covariation of Cause and Effect?
* **Playing violent video games** -- **CAUSES** -- people to behave more ***Aggressively*** (***Effect***/***DV***).
* **Not playing violent video games** -- **does NOT CAUSES** -- people to behave ***Aggressively*** (***Effect***/***DV***).
36
What is No Alternative Explanations?
The **possibility** -- that **Another Variable** -- is **causing** -- the **observed** relationship -- **MUST** be **ruled out**.
* **Removing** the **3rd variable**/**confounds**.
37
What is the following problem called?:
The **possibility** -- that **Another Variable** -- is **causing** -- the **observed** relationship -- **MUST** be **ruled out**.
**Third Variable Problem**
38
Give an example of --**Third Variable Problem**.
I **observed** that -- **Playing violent video games** -- **CAUSES** -- people to behave more ***Aggressively***/ leads to Aggression ***(effect/DV)***— but I also **observed** that child playes violent video games only when **parents are gone** (**3rd variable**)— and — child behaves more ***aggressively*** when **parents are ther**e vs. **not there**.— Here, **3rd variable** (**parental supervision**) may make the **above** **relationship** **disappear**. -- Here, ***aggression*** could be -- due to the **lack of parental supervision/ due to 3rd variable**, -- and we call this -- the **THIRD VARIABLE problem.**
39
What must we rule out to establish CAUSALITY in research?
**Third Variable Problem**
## Footnote
--aka Confounding Variable/Confound
40
What is a A third variable?
A third variable -- is an **outside factor** -- that may **explain** -- the **relationship** -- **between** **two variables**.
41
Give an example of another 2 **Third Variable Problems**
42
43
What is the 4th Goal of Behavioural Science
or
What is the Last step in Research Program?
**Understaning** or **Explaining Behavior**
## Footnote
* Explaining **WHY** the **cause-effect relationship exists**
44
How do researchers explain ***why*** a **cause** **leads** to a **behaviour**?
Researchers use:
* **Theories** -- and --
* **Form new research questions**.
45
Give example of -- Researchers use **theories** and **form new research questions**.
* **Violent video games** (**IV**) → More ***aggressive*** ***behaviour*** (***DV***)
* But **WHY** does this happen?
a) **Modelling**: ***Children imitate what they see*** (learn ***by*** ***observing***).
b) **Desensitization**: ***Reduced emotional response*** to ***violence*** as they have ***been exposed*** to a ***lot of violence***.
46
What does **Testing the Explanations** requires?
1. **New research questions**
2. **New research designs**
47
What does Testing the explanations by new research questions and designs allows us to do?
**Refine theories**
48
**Personality as a Science**
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-- from here on--
49
Which 4 goals should any good scientific discipline be able to accomplish?
1. **Describing behavior**
2. **Predicting behavior**
3. **Determining causes** of **behavior**
a) ***Temporal precedence***
b) ***Covariation*** of ***Cause*** and ***Effect***
c) ***No alternative explanations***
4. **Understanding** -- or -- **explaining behavior**
50
What is the **DOMAIN** in personality (and psychology in general)?
The domain is **PEOPLE**!
* (Meaning, we are trying to **describe people’s behaviour**, **predict their behaviour**, **determine the cause of their behaviour** and **explain why that relationship occurs**).
51
**What** does **Personality uses** to describe, predict, determine cause, and explain differences between people?
## Footnote
**-- EXAM ques**
**Characteristics of the individual**
52
Which **Research** **Method** in **Personality Psychology** is quite rare?
**Experimental research**
53
Why is the Experimental research in personality psychology is quite rare?
54
Personality is a behavioral science and what is its unit of focus?
**Characteristics of the individual**
55
**DEFINING PERSONALITY**
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--from here on--
56
What is the book definition if **Personality**?
Personality **represents** -- those -- **characteristics of the person** -- that -- **describe** and **account** -- for -- **consistent** **patterns** -- of:
* **Feeling**
* **Behaving**
* **Thinking**
57
What is another book definition if **Personality**?
Personality is -- the **set** of **psychological traits** -- and -- **mechanisms** -- **within** the **individual** -- that are **organized** and **relatively enduring** -- and -- that **influence** **his** or **her** **interactions** **with**, and **adaptions** to the **environment**.
58
What is the **ABC** of **Science**/**Personality**?
* **A** = stands for **Affect** - ***consistent patterns of feeling***
* **B** = stands for **Behaviour** - ***behaving***
* **C** = stands for **Cognition** - ***thinking***
59
What are the **3 Central/Core Components of Personality**?
## Footnote
**-- EXAM ques**
**T** - **S** - **A**
1. **Traits** (***temperament***, ***character***, ***values***)
2. **States** (***emotional***, ***mental***)
3. **Acts** (***activities***, ***behavior***)
60
Explain **Traits** (***temperament***, ***character***, ***values***).
* **What** -- the **person** is **Like** -- **In** **General**.
* **Consistent** **across** **situations**;
* **Stable over time**;
* **Longer duration**.
* E.g., if ***I am extroverted***, I can ***use*** ***this personality trait*** to ***PREDICT*** my ***behaviour***, i.e., ***more likely to talk to a stranger***.
* Personality is the **Internal cause**: “**inside** the **individual**” (***I am extraverted***!).
61
Explain **States** (***emotional***, ***mental***).
* **What** the person **Feels**, **Experiences**, or **Thinks** — in the **moment**.
* **Situation-specific**; meaning they are **short-term**;
* but they are **often Covert**/**Private**.
* For example, ***I am angry in the situation*** (where someone ***pushed*** ***me*** in the ***parking lot***). -- When ***I go home***, I am ***no longer angry***. -- So, this is a **short-term** and **situation-specific emotion**. Here, the **other person does NOT know** that **I am angry at him**, so my state is **private**.
* **External cause**: elicited by **stimulus** (***You made me angry!***)
62
Explain **Acts** (***activities***, ***behavior***).
* **What** the **person** is **Doing** or **Trying To Do** in the **moment**.
* **Situation-specific**;
* **Short-term**;
* **Overt**/**Public**/**Observable**. **Acts** are **observable**
* For example, when ***someone pushes me***, ***I push them back***, it is a ***deliberate act*** VS. I **was just angry**. -- The **other person won’t know** that I am **angry** unless I **go** and **ACT** **by pushing them back**. -- Now, the ***other person knows*** I am ***angry*** as I ***pushed them back***, so the **ACT** is **public**.
* Act has an **Internal cause**: often **intentional** (***I want to dance on the table***). My ***response*** may be to ***walk away angry***, and the ***professor’s response*** may be to ***push*** the other ***person back.*** -- So the **act** is **based** on an **Internal cause**. -- These **differences** in **responses** are **determined** by **Internal causes**.
63
What are the 3 **Other** Categories of **Individual Differences**?
## Footnote
-- These three are not core components but are **RELATED** to **personality**. -- **EXAM ques.**
1. **Physical appearance**
1. **Social effects** and **evaluations**
1. **Talents** and **skills**
## Footnote
-- The following 3 categories are related to personality because we use them to make **inferences**
BUT they are **NOT** core **components** because we can **NOT determine personality just by observing them**.
64
Explain **Physical appearance** -- and give example.
**Short**; **Beautiful**; **Sexy**
* Someone who is **300 lbs** →may **look** **like** an **athlete**
* We might **INFER** → **traits** (e.g., ***strong***, ***tall***), but we can **NOT** know → their **personality** just **from looks**.
* **Appearance** can lead to → **assumptions**, but **NOT accurate** **conclusions** about **personality**
65
Explain **Social effects** and **evaluations** -- and give example.
* **Boring**; **Fearsome**; **Attractive**; **Horrible**.
* Example: A **professor** speaks in **monotone** → you **think** they’re **boring** or **disinterested**.
* These are **Social Evaluations**—your **Interpretations** based on **Observation**.
* Related to **how we judge others**.
66
Explain **Talents** and **skills** -- and give example.
* **Great baseball player**; **High IQ**.
* A person **plays baseball really well** → you **think** they’re **highly competitive**.
* **Skills** are **WHAT people DO well**, **NOT WHO** they are **inside**.
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68
**LEVELS OF Personality ANALYSIS**
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-- fom here on--
69
Read this:
“Each person is, in certain respects, like all other persons, -- like some other persons, -- and like no other persons”.
This quote describes 3 Levels of Personality Analysis:
1. **Human Nature** = “Like all others”
2. **Individual** & **Group Differences** = “Like some others”
3. **Individual Uniqueness** = “Like no others”
70
Which are the 3 Levels of Personality Across People?
1. **Human Nature**
2. **Individual** & **Group Differences**
3. **Individual Uniqueness**
a) Level I - ***Dispositional Traits***
b) Level II - ***Personal Concerns***
c) Level III - ***Identity*** (***Life Story***)
71
**Who** first porposed **3 Levels of Personality Across People** -- and **When**?
**Kluckhohn** & **Murray** -- in **1948**
72
What does the "**Human Nature**" level of personality **describe**?
* **Describes** -- **human** **universals**.
* **Things** -- we have in **common** -- with **ALL** **humans**.
73
Give 3 examples of "**Human Nature**" level of personality
* **Spoken language mechanisms** (***language*** and the ***capacity*** to ***learn language*** is ***universal***).
* **Social belonging** (we ***ALL*** have the ***need*** to ***belong***).
* **Emotion experience** (we ***ALL*** have ***experience*** ***emotion***).
* Sense of Fairness
* Desire to be financial stable
* Desire to be happy
74
Which type of theories cover Human Nature?
## Footnote
**-- EXAM Ques**
**Grand theories of personality**
75
Give an example of -- **Grand theories of personality**
* Freud’s **Id**, **Ego**, and **Superego**.
* Frued believed **ALL humans** have **Id**, **Ego**, and **Superego**.
76
Is there **debate** about **Human Nature in personality**?
**Yes** — there is **extensive** **debate** -- about **which aspects of personality truly belong** -- at the **Human Nature level.**
77
What does the "**Individual and Group Differences**" level -- describe in personality?
It **describes** -- **how some individuals/groups** -- are the **same** -- and -- **different** -- from **other individuals/groups**.
78
Give 3 examples of **Individual Differences** in **personality**?
* **Introverted** vs. **Extraverted**
* **Calm** vs. **Aggressive**
* **High** vs. **Low Self-Esteem**
79
Give 3 examples of **Group Differences** in **personality**?
* **Culture**: ***Individualistic*** vs. ***Collectivist***.
* **Gender**: ***Men*** vs. ***Women*** vs. ***Non-binary***.
* **Socioeconomic Status** (**SES**): ***High*** SES vs. ***Low*** SES.
80
**Which level** of **personality** is most studied in contemporary research?
**Individual** and **Group** **Differences level**
81
What does the "**Individual Uniqueness**" level -- describe?
It **describes** that ---- **No two individuals** -- are **exactly** the **same**.
* ***Not*** even ***identical twins***!
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What does the "**Individual Uniqueness**" level **focuses** on?
**Characteristics** -- that are -- **UNIQUE** -- to **you**.
83
Who suggested that that Level C - Individual uniqueness -- can be further broken down into three sub-levels:
* **Level C-I**
* **Level C-II**
* **Level C-III**
**McAdams** (1995)
84
What are the 3 **sub-levels** of **Level C - Individual uniqueness**?
1. **Level C-I** = **Dispositional traits**
1. **Level C-II** = **Personal concerns**
1. **Level C-III** = **Identity** (***Life* *story***)
85
What does **Level C-I: Dispositional Traits** -- includes?
**Info** -- from **personality traits**
86
What is **Level C-I: Dispositional Traits** -- called/termed?
"**Psychology of a stranger**"
87
In **Level C-I: Dispositional Traits** -- what does Traits apply to?
Traits apply -- only to -- **score distributions** -- **within groups**, ---- **NOT** to the **individual** **person**.
* (Means = that I know your traits and I can describe you in some situations, but I don’t know everything about you, as there is a lot more to people than just traits).
88
What does **Level C-I: Dispositional Traits** -- requires to interpret.
**Social Reference**
89
What is **Level C-I: Dispositional Traits**?
* Level C-I **includes** **info** from **personality traits**
* Called the "**psychology of a stranger**"
* Gives a **general idea** of **someone’s** **behavior**—but **not** the **full picture**
* Traits require **social reference** to **interpret**.
90
Give an example of **Level C-I: Dispositional Traits**?
Lynn is -- an **extravert** (***inference***) -- because she is **dominating the conversation** (an ***observation being made***).
91
What is **Level C-II: Personal Concerns**?
* **Focuses** on -- a **person's goals**, -- **motivations**, -- and -- **strategies** to achieve that goal.
* **Answers**: **What** is this individual **striving** to **achieve**?
* Strong **focus** -- on the **FUTURE**.
* **Requires** -- **getting** to **know** **someone** **well** -- to **understand** them.
92
How is Level C-II **different** from C-I?
* C-I = is about **traits** (how someone generally behaves).
* C-II = **explains** **WHY** people **behave** that way in **certain situations**.
93
Give an Example of **misinterpreting traits (Level CI)** due to **missing personal concerns (Level CII)**?
* **Observation**: ***Lynn dominates the conversation*** → seems like an ***extravert***.
* **Reality**: She’s ***practicing*** for a job ***interview*** → a ***personal concern***.
✅ **Understanding** her **goal** **changes** our **interpretation**.
94
What does **Level CII - Personal concerns** include?
**Situational Influences**
95
Give an example of -- Level CII- Personal concerns including **Situational Influences**?
* **Bob** is **social** with **friends** but ***shy*** with ***strangers***.
* → To **understand** **WHY**, you **need** to **know Bob’s personal context** and **concerns**.
96
What is **Level C-III: Identity** (**Life Story**)?
* **Deepest** **level** -- of **personality analysis**.
* **Focuses** on -- **how** the **person** **became who they are**.
* **Emphasizes** **PAST** and **PRESENT**.
* **Answers** the **question**: “***Who am I***?”
97
Why is **Level C-III: Identity (Life Story)** the hardest level to assess?
* We are -- **Constantly** **evolving** -- over time.
* **CANNOT** be **assessed** in a **single** **interaction**.
* Requires **lifelong** **knowledge** of the **person**.
* Even **close** **others** (e.g., *parents*, *friends*) may **not have** the **full** **story**.
98
Who can provide a complete analysis at **Level C-III: Identity (Life Story)**?
Only the **PERSON** **themselves**
99
**Nomothetic Research** and **Idiographic Research**.
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-- from here on--
100
What does **Nomothetic Research** -- study/focuses on/is related to?
* **Focuses** on -- **Human universals** and **Differences between Individuals**.
* Studies -- **patterns** -- **across** **multiple groups**.
* Related to **Levels** **A** & **B**.
101
What does
**Nomothetic Research** studies?
Studies -- **patterns** -- **across** **multiple groups**.
* Example = ***introverts*** vs. ***extroverts***.
102
Does **Nomothetic Research** use Large Samples or Small sample??
**Large Samples**
103
Is **Nomothetic Research** or **Idiographic Research** more **common**?
**Nomothetic Research**
104
What is **Nomothetic Research**?
* **Focuses** on -- **Human universals** and **Differences between Individuals**.
* Related to **Levels** **A** & **B**.
* Studies -- **patterns** -- **across** **multiple groups**
* Example = ***introverts*** vs. ***extroverts***.
* Uses **Large Samples**.
* Is **more common** in research.
105
What does **Idiographic Research** focuses on/studies/is related to?
* **Focuses** on the **individual** – **what** **makes you, you** (**person-centered**)
* Studies **general trends** in a **single person’s life**.
* Related to **Level C** (***Individual*** ***Uniqueness***)
106
What **kind** of **studies** does **Idiographic Research** often uses?
**CASE STUDIES**
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What is **Idiographic Research**?
* **Focuses** on the **individual** – **what** **makes you, you** (**person-centered**)
* Studies **general trends** in a **single person’s life**
* Related to **Level C** (***Individual*** ***Uniqueness***)
* Often uses **CASE STUDIES**
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**DOMAINS OF PERSONALITY PSYCHOLOGY**
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## Footnote
- Ryan quickly went over the following slides: less chance of being
on the exam or fewer questions on exam
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109
**Domains**
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-- from here on --
110
What is one **major criticism** of the field of personality psychology?
It is -- very **FRAGMENTED** -- and -- **lacks** -- a **cohesive structure**.
## Footnote
FRAGMENTED = break or cause to break into fragments.
111
How is the **Fragmentation** issue in personality psychology addressed?
By -- **organizing** **research** -- into **7 broad domains of knowledge** -- about **personality**.
112
What are the **7 Domains** of **Personality Psychology**?
1. **Dispositional**
1. **Intrapsychic**
1. **Biological**
1. **Behavioral**
1. **Cognitive** and **Experiential**
1. **Social** and **Cultural**
1. **Adjustment**
113
What is the **Dispositional Domain** interested in/study?
* **Number**
* **Nature**
* **Consequences of dispositions**
114
What do **specialists** in the **Dispositional Domain** do?
**Measure** -- and -- **Quantify** -- the **ways** -- in which **people differ**.
115
What kind of **research** falls under the **Dispositional Domain**?
and
Give examples.
## Footnote
**-- EXAM Ques**
* Research on **Personality** **Traits**
* Examples: **Honesty**, **Agreeableness**, **Extraversion**
116
What does the **Intrapsychic Domain** -- **Deals** with and **Focus** on?
* **Deals** -- with the **mental processes** -- of **personality**.
* **Focuses** on -- **inner conflicts**, **motives**, and the **unconscious**.
117
Everything pertaining to **WHAT** falls under **Intrapsychic Domain**?
**Unconscious**
118
What **major theory** is linked to the **Intrapsychic Domain**?
**Freud’s theory** of **universal** **instincts** — of **sex** and **aggression**.
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Is the **unconscious** still studied today?
**Yes**!
* Modern research includes topics like -- **motivation** -- and -- **division of attention**.
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What does the **Behavioral Domain** -- **focus** on?
**Direct behavioral consequences** -- of **any** **situation**
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What do **hardcore behaviorists** believe about personality?
That **personality** -- is **entirely** -- based on the **situation** -- **you are in**
* ❗️Note: This view is considered **incorrect**
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What are the **dominant theories** in the **Behavioral Domain**?
* **Classical Conditioning** (***Pavlov***)
* **Operant Conditioning** (***Skinner***)
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What does the **Biological Domain** study?
* The **Physiological** **Mechanisms** -- which underly -- our **Psychological** **Responses**.
* **All theories** -- of **Evolution**.
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Give 3 examples of **Biological Domain**.
* Studies of **brain damage**.
* **Functions** of the **hippocampus**.
* **Genetic Differences**.
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What does the **Cognitive-Experiential Domain** study/focus on?
* An **individual’s subjective experience**.
* How people -- **Perceive**, -- **Interpret**, -- and --**Respond** -- to the **world** around **them**.
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How is experience shaped in the **Cognitive-Experiential Domain**?
Experience is shaped by the -- **Person’s Perspective**.
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Read:
If I can understand the perspective of the situation you are in, I can understand your personality, I can understand why you do the things that you do
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Give examples of topics in the **Cognitive-Experiential Domain**?
* The **self** and **self-concept**
* **Goals** and **motivation**
* **Emotions** and **emotional interpretation**
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What does the **Social and Cultural Domain** study/focus on?
* Any **influence** -- of **group membership**.
* **Analyses** of -- **social roles** -- that people **adopt**.
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Give an example of --Any **influence** -- of **group membership** -- under **Social and Cultural Domain** ?
* **Culture**: Individualism vs. Collectivism
* **Gender** **identity**: male vs. female. vs. non-binary
* Socioeconomic status (**SES**): high vs. low
* **Academic class**: good vs. poor
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What kinds of **social roles** are included in **Social and Cultural Domain**?
Roles like:
* **Leader**
* **Athlete**
* **Student**
* **Parent**
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What does the **Adjustment Domain** study/focus on?
* **How** **personality** **influences** -- a person's **Coping Mechanism** and how they **Adapt** -- to **everyday life**.
* Study of **Maladaptive** **Adjustment**.
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Give 4 examples of **adaptive adjustment** in this domain?
* Links between -- **Personality** -- and -- **Smoking**.
* **Personality** -- and -- **stress management**.
* **Personality traits** -- predicting -- **longevity**.
* **Personality Disorders**.
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What must we consider its when evaluating a scientific theory?
1. **Comprehensiveness**
1. **Heuristic** **value**
1. **Testability**
1. **Parsimony**
1. **Compatibility** and **integration** across **domains**
