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PSYCH 341 > exam 2 > Flashcards

exam 2 Flashcards

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1
Q

kinds of baby temperaments

A

easy
difficult
slow to warm up

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2
Q

developmental elaboration

A

how temperament turns into personality

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3
Q

temperament and big 5

A

behavioral inhibition: scared of unknown, strong physio reactions to mild situations, respond by withdrawing, avoidance
inhibited/uninhibited continuum underlie extraversion and neuroticism

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4
Q

part of brain for inhibited/uninhibted

A

inhibited: right prefrontal
uninhibited: left prefrontal

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5
Q

effortful control

A

delay gratification
girls are better at it
foundation for consciousness

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6
Q

temperament

A

physiobiological core around which personality is built

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7
Q

processes involved in temperament

A
  1. learning processes
  2. environmental elicitation
  3. environmental construal
  4. social/temporal comparisons
  5. environmental selection
  6. environmental manipulation
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8
Q

trait continuity

A

to have a trait means there is a degree of continuity over time, if no stability it would be hard to recognize each other

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9
Q

absolute continuity

A

measured in terms of group averages, constancy of trait over time at a group level

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10
Q

differential continuity

A

consistency of individual differences within a group over time, an individual’s relative placement in a group

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11
Q

trait continuity over 30 years

A

r=0.55

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12
Q

trait change as people age

A

become more conscientiousness and agreeable, less extraverted, neurotic, and open

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13
Q

ego control

A

modifying impulses, best to be in the middle of undercontrolled vs. overcontrolled

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14
Q

ego resiliency

A

ability to change level of ego control according to current demands

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15
Q

twin study logic

A

compare monozygotic twins to dizygotic twins to non-twins, or look at MZ twins adopted into different homes

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16
Q

personality percentages

A 
40% genetic
35% non-shared environment
20% measurement error
5% shared environment
(shared is what makes family members alike, non-shared is what makes them different)
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17
Q

Rowe’s 6 categories (non-shared environment)

A
  1. perinatal trauma
  2. accidental events
  3. family constellation (birth order)
  4. sibling mutual interaction
  5. unequal perinatal treatment
  6. influences outside family (friends, teachers)
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18
Q

serotonin transporter gene (5HTT-P)

A

inherit long or short allele, short is related to increased depression risk, but only in context of significant stressors

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19
Q

responsive brain

A

agouti mice clip
twins
epigenetic cancer therapy

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20
Q

humanistic view

A

unconditional positive regard, people are motivated toward growth, motivated by higher purposes and self-actualization

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21
Q

Rogers

A

client-centered therapy focused on warmth, acceptance, unconditional positive regard with goal of helping client achieve potential, organismic valuing process

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22
Q

organismic valuing process

A

acting in self-actualized manner

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23
Q

Maslow

A

studies healthiest people to see what leads to self-actualization
5 needs: physiological, safety, belongingness, self-esteem, self-actualization
peak experiences

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24
Q

Frankl

A

never achieve self-actualization being self-focused, have to be others-focused
need to search for self-transcendence

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25
multifaceted view
motivation is made up of a number of things and each person's constellation of motivations is different
26
Henry Murray
(multifaceted) people live in a context of time, remembered past and anticipated future, connected events needs interact with environment (press) to produce thema or pattern of interactions viscerogenic needs and psychogenic needs needs + press = thema TAT
27
viscerogenic needs
physical
28
psychogenic needs
autonomy, affiliation, etc. (20 basic needs)
29
Thematic Appreciation Test
examines needs, test taker describes what is happening in ambiguous pictures 1. identifying hero 2. hero's motives and feelings 3. environment that impinges/allows needs 4. whether needs fulfilled in reality 5. recurrent combination of specific needs 6. feelings about people/environments
30
David McClelland
adapted TAT into Picture Story Exercise to study achievement motivation, more reliable than TAT, achievement in business students and achievement stories in elementary school books across countries self-attributed motives (conscious) vs. implicit motives (unconscious)
31
achievement motivation
doing better than others
32
power motiavation
having an impact on others (related to more distress when not achieved)
33
intimacy motivation
feeling close to others
34
personal goals
exist in future, what we work towards
35
personal strivings
recurrent goals we organize our behavior around
36
personal projects
activities coordinated to achieve goals
37
self-determined motivation
competence, autonomy, relatedness
38
externally-determined motivation
money, fame, appearance
39
intrinsic motivation
the activity itself is rewarding providing money for intrinsic behaviors may undermine intrinsic motivation competence, autonomy in our choices, relatedness to others
40
extrinsic motivation
external reward is reinforcing
41
hedonic motivation
maximizing pleasure/minimizing pain measured via happiness/life satisfaction difficult things are avoided
42
hedonic theory strengths
pleasure and pain are associated with happiness | rewards and punishments strongly influence behavior
43
hedonic theory weaknesses
people sometimes act against hedonism | behavioral economics
44
eudaimonic motivation
emphasis on meaning, growth, and relationships as key motivations difficult situations can lead to increased meaning pleasure is a result of living a meaningful life
45
importance of life values
Londoners vs Mayans | why did one survive?
46
identifying your values
attending your own spirit in funeral form | writing your tombstone
47
valued action
``` Covey's rocks, putting what is most valued and important in life first Zeigarnick effect (dissonance) identify 5 key values for your life Dumbledore's penseive ```
48
type A attachment
avoidant: unattached, doesn't use caregiver for comfort, not upset by caregiver leaving
49
type B attachment
secure: caregiver is secure base
50
type C attachment
anxious/ambivalent: attached to caregiver but angry if caregiver leaves, overly attached
51
type D attachment
disorganized: upset by presence of caregiver (abuse), fearful of strangers/situations
52
parenting style
interaction between demandingness and responsiveness
53
attachment equation
parenting x temperament
54
George Kelly
personal constructs
55
personal constructs
person is a scientist trying to make sense of the world bipolar constructs construing how things are alike/different from each other
56
Role Construct Repertory Test
flexible idiographic measure used to explore personal constructs
57
self-schemas
same as personal constructs cognitive framework template of general knowledge based on past experiences that guides thoughts and actions stored in long-term memory
58
early maladaptive schemas
negative ways we have learned to see the world due to early childhood trauma or negative experiences
59
possible selves
what we would like to become what we are afraid to become framework for self-evaluation
60
actual selves vs ideal selves vs ought selves
discrepancy leads to distress
61
actual/ideal discrepancy
depression and shame
62
actual/ought discrepancy
anxiety and guilt
63
promotion focus
strong ideal self-guides, sensitive to positive outcomes, approach strategies (BAS)
64
prevention focus
strong ought self-guides, sensitive to negative outcomes, avoidance strategies (BIS)
65
explanatory style
``` how we explain events in our lives depressed people explain events in a depressed way internal vs external global vs specific stable vs unstable ```
66
core of depression
depressive schemas
67
Seligman Learned Helplessness Theory
we learn to become helpless | we can also learn to become optimistic
68
social intelligence
personality is socially situated | effectively interacting with others
69
social knowledge
concrete, episodes, rules
70
relational schemas
mental representations of important relationships in our lives templates of how people should act
71
emotional intelligence
recognize one's own and other people's emotions discriminate between different feelings and label them appropriately use emotional info to guide thinking and behavior
72
interoception
awareness of internal state | higher interoception related to better physical and mental health
73
alexithymia
lack of words for emotion
74
4 EQ abilities
1. perception of emotion, ability to identify, differentiate, discriminate 2. use of emotions to facilitate thinking, reasoning, by directing attention and aiding judgement 3. understanding and analyzing emotions, ability to label emotions and understand complex emotions 4. reflective regulation of emotion, ability to prevent, reduce, enhance, or modify emotions in self and others, and be open to unpleasant as well as pleasant feelings
75
negative cognitions about self and God
if something bad happens, God is punishing me
76
negative cognitive triad
negative view of self, world, future | being judgmental strains interpersonal relationships
77
positive cognitions about self and God
God loves me and will help me through difficult times
78
positive cognitive triad
positive view of self, world, future | being compassionate, forgiving improves interpersonal relationships
79
intrinsic religiosity
go to church because it's personally meaningful
80
extrinsic religiosity
go to church because it's a good social scene
81
severe trauma
emotional response to extremely negative event interferes with ability to live normal life result of severe stressor
82
trauma: insensitivity to context
avoidant, withdrawn
83
trauma: oversensitivity to context
hypervigilant, hyperreactive to stress
84
self-injurious behaviors
attempts to cope with/avoid intense emotional pain
85
therapy requires...
learning to be aware of and accept internal emotional and sensory experience without internal sensory awareness can't maintain healthy homeostatic balance
86
self-regulation requires...
healthy relationship with your body
87
Dutch Hunger Winter
women being starved impacted their fetuses | babies were more likely to have diseases, cardiovascular cancer, lots of other problems
88
Post Traumatic Growth Inventory
Core Beliefs Inventory the degree to which you experience post traumatic growth depends on how much your core beliefs have been shaken up the level of disruption predicts later growth
89
Core Beliefs Inventory (CBI)
to show PTG means that you probably had your assumptive world beliefs highly challenged
90
5 changes (growth, PTG)
1. self-perception 2. relationships 3. new possibilities 4. appreciation of life 5. spiritual
91
self-perception growth
more vulnerable yet stronger | loss may lead people to perceive themselves as stronger and more confident
92
relationship growth
have positive changes in other relationships after losing a loved one increased sense of closeness with others connectedness and greater compassion for grieving others
93
new possibilities growth
possibility of new relationships | new people enter life
94
appreciation of life growth
end of life may be sooner than one thinks | live more deliberately because don't know how much longer you have
95
spiritual growth
religion provides framework promoting growth through increased sense of meaning and purpose spiritual coping is a top predictor of post traumatic growth

PSYCH 341 (3 decks)

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