Exam 2 - Audio Notes 2 (10/04) Flashcards by Ryan Clark

Brian Little -
3 natures

Biogenic nature
_________ nature
Idiogenic nature

Sociogenic

How well did you know this?

Not at all

Perfectly

Brian Little -
3 natures

_________ nature
Sociogenic nature
_________ nature

Biogenic

- Idiogenic

How well did you know this?

Not at all

Perfectly

Brian Little -
3 natures

_________ nature - cultural and social aspects (2nd nature)

Sociogenic

How well did you know this?

Not at all

Perfectly

Brian Little -
3 natures

_________ nature -what makes you you - idiosyncratic you

Idiogenic

How well did you know this?

Not at all

Perfectly

Brian Little -

Our Core _________ are what make us unique

projects

How well did you know this?

Not at all

Perfectly

Brian Little -

Traits matter, they predict _________ but we are not so black and white, we can reach outside of our normal _________ ,

behavior

- behaviors

How well did you know this?

Not at all

Perfectly

Brian Little -

Traits matter, they predict behavior but we are not so _________, we can reach _________ of our normal behaviors,

black and white

- outside

How well did you know this?

Not at all

Perfectly

Brian Little -

-We are inherently _________

flexible

How well did you know this?

Not at all

Perfectly

_________ -

respond to someone because of an expectation that you have

Expectancy Theorem

How well did you know this?

Not at all

Perfectly

assess accuracy -

Security and predictability - We like to be able to _________ what is and will happen

predict

How well did you know this?

Not at all

Perfectly

(WHO)

Intellectual expectancy effects
• _________

Rosenthal and Jacobson

How well did you know this?

Not at all

Perfectly

Intellectual expectancy effects
• Rosenthal and Jacobson (1968):

_________ ,
feedback,
_________ ,
output

climate

- input

How well did you know this?

Not at all

Perfectly

Intellectual expectancy effects
• Rosenthal and Jacobson (1968):

climate,
_________ ,
input,
_________

feedback

- output

How well did you know this?

Not at all

Perfectly

Intellectual expectancy effects
• Rosenthal and Jacobson

Because you _________ a person to be a certain way, such has cold personality, you will _________ a situation where they are more likely to be cold

expect

- create

How well did you know this?

Not at all

Perfectly

Intellectual expectancy effects
• Rosenthal and Jacobson

Your _________ of a personality trait, tends to _________ that personality trait

expectation

- increase

How well did you know this?

Not at all

Perfectly

_________ -

Because you expect a person to be a certain way, such has cold personality, you will create a situation where they are more likely to be cold

Intellectual expectancy effects

• Rosenthal and Jacobson

How well did you know this?

Not at all

Perfectly

_________-

Your expectation of a personality trait, tends to increase that personality trait

Intellectual expectancy effects

• Rosenthal and Jacobson

How well did you know this?

Not at all

Perfectly

Expectancies

Our own expectancies tend to change the _________ that other people operate in

environment

How well did you know this?

Not at all

Perfectly

Our own _________ tend to shape interactions

Expectancies

How well did you know this?

Not at all

Perfectly

(WHO)

Many-trait approach - _________

Cattell

How well did you know this?

Not at all

Perfectly

_________ approach - You are this one thing

Single-trait

How well did you know this?

Not at all

Perfectly

_________ approach - We are combination of lots of different things and are in interaction of these things

Many-trait

How well did you know this?

Not at all

Perfectly

_________ -
– 100 personality descriptions
– Sort into a forced choice, symmetrical, and normal distribution
– Compare characteristics within an individual

California Q-Set

How well did you know this?

Not at all

Perfectly

California Q-Set (Q sort)
– 100 personality descriptions
– Sort into a _________ choice, symmetrical, and normal distribution
– Compare _________ within an individual

forced

- characteristics

How well did you know this?

Not at all

Perfectly

_________ - OK Cupid test

California Q-Set

_________ - Force traits against each other

Q sort, Q-Test

Q sort, Q-Test - Force traits _________ each other

against

_________ - Word use – Certainty words: words you use to describe yourself says something about you

The Many-Trait Approach

The Many-Trait Approach - _________ - – Certainty words: words you use to describe yourself says something about you

Word use

The Many-Trait Approach - Word use – Certainty words: words you use to _________ yourself says something about _________

- describe | - you

-The Essential-Trait Approach- _________ : 16 essential traits

Cattell

-The Essential-Trait Approach- Cattell: 16 essential _________

traits

_________ Approach - Hundreds of different words

The Many-Trait

_________ Approach- Factor analytic approaches to reducing the many to a few

The Essential-Trait

The Essential-Trait Approach- Factor analytic approaches to _________ the many to a _________

- reducing | - few

-The Essential-Trait Approach- _________ : extraversion, neuroticism, psychoticism

Eysenck

_________ – Eysenck: extraversion, neuroticism, psychoticism

-The Essential-Trait Approach-

-The Essential-Trait Approach- _________ : positive emotionality, negative emotionality, constraint

Tellegen

-The Essential-Trait Approach- Tellegen: positive emotionality, _________ emotionality, _________

- negative | - constraint

_________ - Tellegen: positive emotionality, negative emotionality, constraint

-The Essential-Trait Approach-

_________ “That which tells what a person will do when placed in a given situation.

Catell’s definition: traits

Catell’s definition: traits • “That which tells what a person will do when placed in a given _________ .

situation

Catell’s definition: traits _________ ! No more subjec@vity

MATHEMATICAL

_________ : traits MATHEMATICAL! No more subjec@vity

Catell’s definition

Catell’s definition: traits R = f (S,P) * R = _________ * f = function * S = _________ * P = Personality

- Bx response (behavior) | - Situation

Catell’s definition: traits R = f (S,P) * R = Bx response (behavior) * f = _________ * S = Situation * P = _________

- function | - Personality

(WHO) _________ - R = f (S,P) * R = Bx response (behavior) * f = function * S = Situation * P = Personality

Catell’s definition: traits

Catell’s definition: traits behavior is a function of _________ and _________

- situations | - personality

_________ - behavior is a function of situations and personality

Catell’s definition: traits

-Classifying Traits- _________ : relatively permanent and broad reaction tendencies that serve as the building blocks of personality; traits initiate and guide behavior

Traits

-Classifying Traits- Traits: relatively permanent and broad reaction _________ that serve as the building blocks of personality; traits _________ and guide behavior

- tendencies | - initiate

-Classifying Traits- Catell _________ traits: determined by biology

Constitutional

-Classifying Traits- Catell _________ traits: determined by experience

Environmental-mold

_________ - traits are relatively permanent

Cattell

-Classifying Traits- Catell – Environmental-mold traits: determined by experience • _________

Multiple abstract variance analysis

-Classifying Traits- Catell Multiple abstract variance analysis (MAVA) determines what _________ go in which _________

- traits | - category

-Classifying Traits- Catell _________ traits: skills that enable individuals to cope effectively with problems posed by the environment

Ability

-Classifying Traits- Catell Ability traits: skills that enable individuals to cope effectively with _________ posed by the environment (Skill in dealing with _________ problems) * IQ goes here.

- problems | - complex

-Classifying Traits- Catell Ability traits: skills that enable individuals to cope effectively with problems posed by the _________ (Skill in dealing with complex problems) * ___ goes here.

- environment | - IQ

-Classifying Traits- Catell _________ traits: innate tendencies to react to the environment in particular ways; includes such variables as the person’s moodiness, excitability, and activity level (i.e., bold, easygoing, irritable, etc.)

Temperament

-Classifying Traits- Catell _________ traits: characteristics that embrace people’s motives and interests (these change!)

Dynamic

-Classifying Traits- Catell _________ traits: observable trait that is controlled by an underlying source trait – collection of traits that “go together.” (i.e., boldness and motivation)

Surface

-Classifying Traits- Catell _________ traits (Primary factors) : underlying characteristic inferred from the intercorrelations among a number of measured variables, or surface traits (controls variation in surface traits) – information about a persons way of reacting in a situation.

Source

-Classifying Traits- Catell _________ traits - moodiness, excitability

Temperament

-Classifying Traits- Catell _________ traits - interests (these change!)

Dynamic

-Classifying Traits- Catell _________ traits - boldness and motivation

Surface

-Classifying Traits- Catell _________ traits - underlying characteristic

Source

Problem with Catell's 16 essential traits: To much _________, not enough _________

- overlap | - specificity

Problem with _________ 16 essential traits: To much overlap, not enough specificity

Catell's

-Big Five Traits- _________ - Language, the way we talk about traits

Lexical hypothesis

-Big Five Traits- lexical hypothesis (_________ , 1981)

Goldberg

-Big Five Traits- lexical hypothesis (Goldberg,) - is that the important aspects of human life will be labeled with _________, and that if something is truly important and _________, many words for it will exist in all _________

- words - universal - languages

-Big Five Traits- Traits are _________, or unrelated - You can be High or Low in one trait or another, they are not necessarily correlated

orthogonal

- Big Five Traits- - Big Five Traits- Traits are orthogonal, or unrelated - You can be High or Low in one _________ or another, they are not necessarily _________

- trait | - correlated

-Big Five Traits- _________ : warm, gregarious, assertive, active, excitement seeking, dominant, optimistic, ambitious

Extraversion

- Big Five Traits- - Big Five Traits- _________ : dominant, optimistic, ambitious

Extraversion

-Big Five Traits- _________- – React less to sensory stimuli

Extraversion

-Big Five Traits- _________- – Advantages: higher status, rated as more popular and physically attractive, more positive emotions

Extraversion

-Big Five Traits- _________- – Disadvantage: mate poaching, argumentative, need to be in control, poor time management – Sensitive to rewards and positive emotions

Extraversion

-Big Five Traits- _________ : emotional instability, negative emotionality

Neuroticism

-Big Five Traits- _________- – Hostile, self-conscious, impulsive

Neuroticism

-Big Five Traits- _________- – Ineffective problem solving; strong negative reactions to stress – Sensitive to social threats

Neuroticism

-Big Five Traits- _________- – General tendency toward psychopathology and mental illness – Life outcomes: problems in family rela@onships, dissa@sfied with jobs, criminal behavior

Neuroticism

-Big Five Traits- _________- – Competent, dutiful, achievement striving, self-disciplines – Integrity tests

Conscientiousness

-Big Five Traits- _________- – Used to select employees • Less biased than “aptitude” tests – Predict job performance and absenteeism – Predict job performance for one’s spouse

Conscientiousness

-Big Five Traits- _________- – Predicts success in college – Might explain motivation in general

Conscientiousness

-Big Five Traits- _________- - Actually do less things to feel guilty about but still feel more guilty

Conscientiousness

-Big Five Traits- _________- – Predicts longer life expectancy – Positively correlated with years of schooling

Conscientiousness

-Big Five Traits- _________- Pumped about making money, risk takers, dopamine lovers

Extraversion

-Big Five Traits- _________- – Conformity, friendly compliance, likeability, warmth, love – Cooperative and easy to get along with

Agreeableness

_________ - looks at people and Language cross culturally to explain personalities

Lexical hypothesis

Lexical hypothesis - looks at people and _________ cross culturally to explain personalities

Language

-Big Five Traits- _________- – Rate others more positively – Smoke less

Agreeableness

-Big Five Traits- _________- – Women tend to be higher than men – Among children, related to less vulnerability of being bullied

Agreeableness

-Big Five Traits- _________- - Moral activities - Life outcomes: involved in religious activities, psychologically well adjusted, healthy heart, recover quickly from accidents or ill

Agreeableness

-Big Five Traits- _________- – Most controversial trait – Viewed by others as creative, imaginative, artistic, open-minded, and clever

Openness

-Big Five Traits- _________- * Approach to intellectual matters or basic intelligence * Value of cultural matters * Creativity and perceptiveness

Openness

-Big Five Traits- _________- -– Less replicable across samples and cultures (cross-culturally) – Politically liberal

Openness

_________ - informs into general ways that we behave, but we have the person situation problem, where these behaviors may change given the context we are in, not necessarily just the moment to moment context with the people around you, but the context of our _________ informs what traits we have

- Big 5 Inventory | - entire lives

Big 5 Inventory - informs into general ways that we _________, but we have the person situation problem, where these behaviors may change given the context we are in, not necessarily just the _________ context with the people around you, but the context of our entire lives informs what traits we have

- behave | - moment to moment

Big 5 Inventory - informs into general ways that we behave, but we have the _________ problem, where these behaviors may change given the _________ we are in, not necessarily just the moment to moment context with the people around you, but the context of our entire lives informs what traits we have

- person-situation | - context

Personality _________ that cant be explained by the big 5 - Honesty, _________ - largely stable traits

- characteristics | - humility

Personality characteristics that cant be explained by the big 5 - _________, humility - largely _________ traits

- Honesty | - stable

Problem with the Big 5 is it can be too _________ for _________

- broad | - consistency

-Personality traits vary by _________ region - Environment, or do people with certain personalities choose to live in certain areas? Are we _________ us no matter where we are or influenced by environment

- geographical | - fundamentally

-Personality traits vary by geographical region - _________, or do people with certain personalities choose to live in certain areas? Are we fundamentally us no matter where we are or influenced by _________

- Environment | - environment

Personality is relatively stable - because we have _________ consistency

Rank-order

Personality _________ are also stable

disorders

– Temperament is affected by _________

genetics

Temperament - innate _________ way that we are

genetic

Effortful control - Doesnt seem to _________, impulsive as a child you will be _________ as an adult

- change | - impulsive

-Personality Stability- _________ - Positive emotionality, negative emotionality, effortful control

Temperament

_________- means that an underlying (developmental) process or impairment stays the same

Heterotypical continuity

-Personality Stability- Heterotypical continuity - means that an underlying (_________) process or impairment stays the _________

- developmental | - same

-Personality Stability- Causes: – Early experience: stress --- Development of _________, become more rigid

anxiety

-Personality Stability- Causes: – Early experience: _________ --- Development of anxiety, become more _________

- stress | - rigid

-Personality Stability- Causes: – _________- : active, reactive, evocative

Person-environment transactions

-Personality Stability- Causes: – Person-environment transactions: active, _________, evocative

reactive

-Personality Stability- Causes: Person-environment transactions: _________ - Seeking out parts of personality that we want to nourish Ex.; deep thinkers, tend to go to _________, where they end up thinking _________ more often

- Active - college - deeply

-Personality Stability- Causes: – Person-environment transactions: _________ - How we react differently to different stressors -where _________ come first

- reactivity | - stressors

-Personality Stability- Causes: – Person-environment transactions: _________ - you react with your environment to change your environment -You plant trees in your neighborhood, breath better oxygen, less _________

- evocative | - stressed

_________ - Over time we get in more and more in touch with environments that are more conducive to our personality traits that we want

-Personality Development

-Personality Development- Over time we get in more and more in touch with _________ that are more conducive to our _________ traits that we want

- environments | - personality

-Personality Development- _________ : may contribute to age differences in cross-sectional studies -your peers create an environment for you that you have to live in

Cohort effects

-Personality Development- Cohort effects: may contribute to age differences in cross-sectional studies -your peers create an _________ for you that you have to live in

environment

-Personality Development- People become more socially dominant, agreeable, _________, and emotionally stable; and _________ (up to age 50) and ego development increase

- conscientious | - self-esteem

-Personality Development- People become _________ socially dominant, agreeable, conscientious, and emotionally stable; and self-esteem (up to age ___) and ego development increase -Confirms the _________ principle

- more - 50 - maturity

-Personality Development- Narrative identity (there's bias here) – Three aspects: actor, _________, author

-agent

-Personality Development- Narrative identity (there's bias here) _________ - roles that we fill, socializing, being the kind of person you want to be

Actor

-Personality Development- Narrative identity (there's bias here) _________ - motivated by goals, values. who you are now aligns with who you are in future

Agent

-Personality Development- Narrative identity (there's bias here) _________ - your way of telling who you are and are going to be in the world

Author

-Personality Development- Goals across the lifespan _________ – Related to breadth of perspective about _________

- change | - time

Personality is characterized by stability over the _________, and also by significant _________

- lifespan | - change

Personality - There is no one _________ that can account for all things

measure

Personality may not change if no reward available in _________

environment

Exam 2 - Audio Notes 2 (10/04) Flashcards

(136 cards)