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Personality PSYC 321 > Cognition and Approaches to the Self > Flashcards

Cognition and Approaches to the Self Flashcards

1
Q

cognition and the subjective experience: components

A
  • conscious thoughts
  • feelings and emotions
  • beliefs
  • desires about oneself and others
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2
Q

self and self-concept

A
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3
Q

levels of cognition

A
  1. perception
    - process of imposing order on info received by our sense organs
  2. interpretation
    - process of making sense of events in the world
  3. beliefs and desires
    - standards and goals people develop for evaluating themselves and others
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4
Q

overcoming learned helplessness

A

we behave differently if we believe we can do something about our situation

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5
Q

personality and perception

A

field independent
- people have the ability to focus on details despite the clutter of background info

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6
Q

measures to assess field-dependence

A
  • rods and frame test (RFT)
  • embedded figures test (EFT)
  • refer to slide 6 and 7 of powerpoint
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7
Q

effects of field dependence/independence on life choices

A

education
- FI favour natural sciences, math, engineering
- FD favour social sciences and education
interpersonal relations
- FI people are more inerpersonally detached
- FD are attentive to social cues oriented toward other people

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8
Q

interpretation: Kelly’s personal construct

A

personal constructs
- constructs used to interpret and predict events
Kelly and post-modernism
- reality = constructed
- every person and every culture has a unique version of reality
reality is what we experience, every person has a unique experience and no one has the right one

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9
Q

Kelly’s personal construct: commonality corollary

A
  • if 2 people have similar construct systems, they will be psychologically similar, personality similar
  • culture is an example of how 2 people might think similarly
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10
Q

Kelly’s personal construct: sociality corollary

A
  • to understand a person, we must understand how they construe the social world
  • we must understand their constructs
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11
Q

what is a corollary?

A

a result, a consequence

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12
Q

Kelly’s personal construct: anxiety

A

result of not being able to understand and predict life events

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13
Q

interpretation: locus of control

A

describes one’s interpretation of responsibility for events
1. external
- generalized expectancies that events are outside of one’s control
2. internal
- generalized expectancies that reinforcing events are under one’s control, and that one is responsible for major life outcomes

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14
Q

interpretation: learned helplessness

A
  • becoming passive and accepting of a situation when subjected to unpleasant and inescapable circumstances
  • learning to be helpless
  • observed in both humans and non humans
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15
Q

learned helplessness: explanatory style

A
  • tendency to use certain atributional categories when explaining causes of events
  • tendency to explain stressors in characteristic manner
  • pessimistic and optimistic
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16
Q

learned helplessness: categories of attirbutions

A
  • external vs internal
  • stable vs unstable
  • global vs specific
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17
Q

causal attributions

A

refer to notebook page _____

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18
Q

personal projects analysis

A
  • emphasizes the “doing” of personality over the trait approach of “having”
  • active nature of personality
  • personality strictures a person’s daily life through the selection of goals and desires
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19
Q

aspects of the self

A
  • self-awareness
  • self-concept
  • self-esteem
  • social identity
  • self-recognition in the mirror test is one criterion for determining whether a species has self-awareness
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20
Q

self-concept

A
  • basis for understanding onself
  • answers “who I am?”
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21
Q

development of self-concept: infancy

A
  • realize that it is distinct from the rest of the world
  • rudimentary sense of self-awareness of one’s own body
22
Q

development of self-concept: 2-3 years

A
  • identify and associate with their sex and age
  • expand self-concept to include references to family
23
Q

development of self-concept: 5-6 years

A
  • children increasingly begin to compare their skills and abilities with those of others (social comparison)
  • development of the private self concept
24
Q

development of self-concept: teen years

A
  • final unfolding of the self-concept
  • perspective taking
  • objective self-awareness
  • many teens go through a period of extreme self-consciousness
25
Q

shyness

A
  • when objective self-awareness becomes chronic
  • is genetic
  • shy individuals have more reactive amygdala
  • parents of formerly shy children encouraged them to socialize
  • shy people tend to interpret social interactions negatively
26
Q

evaluation apprehension

A

shy people are apprehensive about being evaluated by others

27
Q

self-schemata

A
  • specific knowledge structures/cogitive representations of self-concept
  • past experiences influence our autobiographical memories; memories accessed will depend on the self-schemata in question
  • guide processing of info about the self; particularly in social interactions
  • e.g. attitudes, preferences, traits
28
Q

possible selves

A
  • schemata for selves in the future
  • ideas each person has about who he might become, hope to become, or fear they will become
29
Q

self-guides: the ideal and ought self

A

ideal self
- what a person wants to be
ought
- understanding of what others’ want us to be

30
Q

self-discrepancy theory

A

refer to notebook page ____

31
Q

self-complexity

A
  • extent to which people have many different and relatively independent ways of thinking about themselves
  • refer to drawing in notebook page ____
32
Q

self-concept clarity

A
  • extent to which knowledge about the self is stable, clear, consistently defined
  • those with low concept-clarity tend to have
    1. low self-esteem
    2. high neuroticism
    3. high rumination
    4. more likely prone to overall depression
33
Q

the true self

A
  • person you truly are
  • authenticity is how close one is to true self
  • 4 related components
    1. awareness
    2. unbiased processing
    3. behaviour
    4. authentic relationships
  • importer phenomenon:
    1. feeling like a phony, fraud, fake
    2. typically occurs when shifting social roles, or attempting something beyond skills or training
34
Q

self-esteem

A
  • one’s general evaluation of one’s self-concept along a good-bad, or like-dislike dimension
  • how we feel about ourselves can vary from day-to-day, hour-to-hour, BUT always around some average
  • people can evaluate themselves differently in different areas of life or different aspects of self
35
Q

self-esteem vs self-worth

A

self-esteem: how we feel about ourselves in relation to others
self-worth: how we feel about ourselves consistently, what we believe we are deserving of

36
Q

implicit self-esteem

A
  • not necessarily aware of having it
  • can be measured with the Implicit Association Test
37
Q

explicit self-esteem

A
  • aware of having it
  • usually, similar levels of implicit and explicit self-esteem
38
Q

reactions to criticism

A

high self-esteem
- concerned with projecting successful, prosperous and thriving self image
low self-esteem
- most concerned with avoiding failure
- following failure, they generalize to other areas of life

39
Q

defensive pessimism

A
  • expect to fail
  • when failure occurs, no new negative info about the self is revealed
40
Q

self-handicapping

A
  • person deliberately does things that increase probability of failure
  • when they fail, they have the excuse for failure
  • hence, failure is not attributable to self
41
Q

self-serving bias

A

taking credit for success, but denying responsibility for failure

42
Q

self-esteem regulation

A
  • action involved in maintaining self-esteem
    1. forming close relationships
    2. belonging to sical groups
    3. experiencing success
43
Q

self-esteem variability

A
  • refers to magnitude of short term fluctuations in self esteem
  • individual differences characteristics
  • thought to result from particular vulnerability of a person’s self-worth to events of everyday life
44
Q

your identity

A
  • is the self we show to others
  • part of ourselves that we use to create impression to let others know what to expect from us
  • different from self-concept: identity contains elements that are socially observable publicly available expressions of the self
45
Q

What is the similarity between identity and self-concept?

A
46
Q

What is the difference between identiy and self-concept?

A

Identity includes elements of ourselves that are expressable and publicly available to others

47
Q

social identity

A
  • includes sex, ethnicity and height
  • element of continuity, because many of its aspects = constant
  • identity provides social definition of a person
  • refers to social knowledge or what others think of the person
48
Q

identity: continuity

A

people can count on you to be the same person tmr and today

49
Q

identity: contrast

A
  • your social identity differentiates you from others
  • makes you unique in the eyes of others
50
Q

identity crises

A

identity deficits
- arises when a person has not formed adequate identity
- has trouble making major decisions
identity conflict
- involves incompatibility between 2 or more aspects of identity
- e.g. The values of an individual may clash with the values of the workplace

51
Q

resolving identity crises

A
  • whether in adolescence or adulthood, resolution identity crisis has 2 steps
    1. person decides which valus are most important to them
    2. person transforms abstract values into desires and behaviours

Personality PSYC 321 (12 decks)

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