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Personality Theory > Final Exam (new) > Flashcards

Final Exam (new) Flashcards

(71 cards)

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1
Q

Personal Construct Theory (Kelly)

A

Like scientists we formulate hypothesis about our environment & test them against reality

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2
Q

Construct System (Kelly)

A

Unique patterns constructed by each person

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3
Q

Constructs (Kelly)

A

Intellectual hypothesis we use to interpret life events (dichotomous in nature), flexible, we have lots

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4
Q

Construct Alternativism (Kelly)

A

we can control, alter, discard constructs as needed

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5
Q

Fundamental Postulate (Kelly)

A

We act consistently with how we expect the world to be based on past events

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6
Q

Construction Corollary (Kelly)

A

Repeated events are similar, help us predict the future

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7
Q

Individuality Corollary (Kelly)

A

Individual differences in interpreting events

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8
Q

Organization Corollary (Kelly)

A

Relationships between constructs

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9
Q

Dichotomy Corollary (Kelly)

A

Constructs are always dichotomous- what something is contrasts against what it is not

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10
Q

Choice Corollary (Kelly)

A

We choose the alternative for each construct that works best for us

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11
Q

Range Corollary (Kelly)

A

Constructs may apply to a single situation or a range of situations

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12
Q

Experience Corollary (Kelly)

A

We continually test our constructs against new experiences

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13
Q

Modulation Corollary (Kelly)

A

Constructs can be rigid or malleable- malleable constructs more adaptable to new experiences

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14
Q

Fragmentation Corollary (Kelly)

A

Competition among constructs- may be contradictory/inconsistent

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15
Q

Commonality Corollary (Kelly)

A

Shared behavior/characteristics between members of a group

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16
Q

Sociality Corollary (Kelly)

A

We adjust our behaviors around what we think others do

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17
Q

Kelly Assessment Techniques

A
  1. Interview
  2. Credulous Attitude
  3. Self-Characterization Sketch
  4. Role Construct Repertory Test- sort meaningful people by adjectives
  5. Fixed Role Therapy- pretend to be a better you for 2 weeks
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18
Q

Skinner Crazy Inventions (6)

A
  1. Cumulative Recorder- tracks response rate
  2. Project Pigeon- kamakaze pigeons
  3. The Baby Tender
  4. Walden II- society controlled only by positive reinforcement
  5. Teaching Machine- problems in random order with feedback after each one
  6. Skinner box- rat/lever/food
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19
Q

Respondent Behavior (Skinner)

A

Behavior elicited by env, has no impact on environment, salivating at bell- can be learned

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20
Q

Operant Behavior (Skinner)

A

Behavior elicited to change environment, can be learned, can’t be traced back to specific stimuli

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21
Q

Conditioning (Skinner)

A

Substitution of one stimulus for another

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22
Q

Operant Conditioning (Skinner)

A

Behaviors that are reinforced will be repeated

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23
Q

Intervals & ratios (Skinner)

A

Fixed/Variable ratio- # of responses (Commission/slot machine)
Fixed/Variable Interval- amt of time (paycheck/checking email)

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24
Q

Successive Approximation (Skinner)

A

explains complex behavior- wait for simple behavior to happen & reinforce it, then start witholding reinforcement unless more and more extreme

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25
Superstition (Skinner)
Results from random/accidental reinforcement
26
Terms Skinner did not coin
Black box & empty organism
27
Self-Control (Skinner)
We can exert control over variables that influence us and master our own destinies
28
Avoidance/Satiation (Skinner)
either remove stimulus or overdo behavior- no longer tempting
29
Aversive Stimulation (Skinner)
Making consequences for self (inc self-control)
30
Self Reinforcement (Skinner)
making rewards for self (inc self-control)
31
2 research studies on self control (Skinner)
1. College students with self control are better | 2. 11yr old AA's with good parents have more self control
32
Positive/Negative Reinforcement/Punishment (Skinner)
Reinforcement- increases behavior Punishment- decreases behavior Positive- adds something (get a cookie/spanking) Negative- takes away (take an aspirin, headache goes away. Talk back, rights get taken away)
33
Assessment (Skinner)
1. Intensive study of single subjects 2. Functional Analysis (Frequency/situation/reinforcement of behavior) 3. Direct Observation 4. Self Reports 5. Physiological Measurements
34
Instinctive Drift (Skinner)
drift from reinforced behaviors to instinctual behaviors (raccoon/pig)
35
Modeling (Bandura)
Much of behavior is through reinforcement, but we don't have to directly experience it to learn
36
Modeling Studies (Bandura)
1. Bobo Doll Studies 2. Aggressive parents = aggressive kids 3. Disinhibition (track eye movements nude movie)
37
Society's Models (Bandura)
We learn from watching others; even deviation- Charles Manson, unreasonable fear of mice
38
3 factors that influence modeling (Observer Characteristics) (Bandura)
1. Observer 2. Model 3. Reward Influence increased if Obs has low self esteem/confidence, past reinforcement for following (older sibling)
39
4 factors that influence modeling (Model Characteristics) (Bandura)
1. Characteristics of the models (live/cartoon/tv) 2. Bystander effect 3. Similarity to observer 4. Level of complexity model demonstrates
40
Reward factors that influence modeling (Bandura)
Reward must be meaningful/attainable or observer will not imitate behavior
41
Mechanisms of learning behavior (4) (Bandura)
1. Attentional Processes 2. Retention 3. Production 4. Incentive and Motivation
42
Attention (Bandura)
Step 1 of Obs Learning- more attention = more imitation
43
Retention (Bandura)
Step 2 of Obs Learning- remember what we see a. Imaginal internal- mental picture of it b. Verbal- self talk to explain behavior
44
Production (Bandura)
Step 3 of Obs Learning- perform the behavior correctly
45
Incentive and Motivation (Bandura)
Step 4 of Obs Learning- we perceive the reward the model receives and want to get it
46
Self (Bandura)
Cognitive processes concerned with thoughts & perceptions
47
Self Reinforcement (Bandura)
Conscience- administering rewards/consequences by (not) meeting or exceeding self standards
48
Self Efficacy (Bandura)
How we feel about ourselves, believe we can accomplish what we set out to (high- seek situations, analytical thinking) (low- less cognitive skills & physical health)
49
4 sources of info for self-efficacy (Bandura)
1. performance attainment (prior success/failure) 2. vicarious experience (models) 3. verbal persuasion 4. physiological & emotional arousal (measure how well we will do by how we feel)
50
4 step motivational workshop (Bandura)
1) Surround self with positive supportive people 2) Condition physiological arousal by eating healthy, getting exercise, sleeping well, 3) Increase personal success, by attaining manageable goals 4) Exposure to successful people
51
Developmental Stages- Childhood (Bandura)
* Infancy: Immediate imitating * Modeled behavior needs to be repeated * 2 years sufficient attentional, retention, & production processes * Reinforcement changes over time * Start with physical stimuli. Move towards approval * Efficacy-building centered on parents, diminishes over time * Other children as models. Teachers evaluations
52
Developmental Stages- Adolescence (Bandura)
* Coping with new demands due to transitions. Sex, Education, Career * New competencies & appraisals
53
Developmental Stages- Young Adulthood (Bandura)
• Marriage, parenthood, starting career
54
Developmental Stages- Middle Years (Bandura)
* Reevaluate, career, family, & social life | * Confront limitations, redefine goals
55
Developmental Stages- Old Age (Bandura)
* Declining abilities, retirement, social withdraw, can force self-appraisal * Lowering self-efficacy can impact mental & physical health
56
Fears and Phobias Tx (4) (Bandura)
Treated through Behavior Modification 1. Applied Modeling Technique- watch model get progressively closer to dog 2. Guided Participation- watch model through window, then closer 3. Covert Modeling- Imagine model dealing with it 4. Videos- cheap, effective
57
Anxiety Tx (2 experiments) (Bandura)
1. Kids going to hospital video | 2. Test Anxiety in college students talked to model, improved
58
Assessment (Bandura)
Focuses on behaviors but also cognitive processes 1. Direct Observation 2. Self-Report Inventories 3. Physiological Measurements Well controlled lab experiments (IV/DV, etc)
59
Rotter Focus of Study
external reinforcements + internal cognitive processes
60
Internal Locus of control benefits (Rotter)
lower anxiety, higher self-esteem, higher health,
61
Assessment (Rotter)
IE Scale- 23 forced choice alternatives
62
Traits of Internal LOC (Rotter)
girls in US, wealthy, perform well, cope well, healthier, linked to parents, supportive parents, independence encouraged
63
Traits of External LOC (Rotter)
No male role model, many siblings, depressed mom
64
SSS Scale (Zuckerman)
40 questions
65
subscales of SSS (Zuckerman)
1. Thrill/Adventure Seeking 2. Experience Seeking 3. Disinhibition 4. Boredom Succeptibility
66
Patterns of SS (Zuckerman)
1. Across age, but Thrill/Dis do decrease 2. Increases in middle school, decreases in 20's 3. Women higher in Experience seeking 4. Asians lower, whites higher than non-whites 5. Level of education not important
67
Correlation with others theorist (Zuckerman)
1. Eysenck- Disinhibition- Ext/Psy 2. Myers Briggs- extraversion 3. 5 Factor Model- EOAC
68
Heredity & Environment (Zuckerman)
58% Hereditary
69
Learned Helplessness Research (Seligman)
1. Dogs 2. Rats with shocks/cancer 3. People with annoying noise 4. Nursing home- breakfast, furniture, plant
70
Explanatory Style (Seligman)
Optimistic v Pessimistic, set by 8, genetic/caregiver shaped, can develop later with trauma
71
Correlations with Happiness (Seligman)
1. High at 18, down till 50, high at 85 2. matches country of origin, not where you live now 3. happiest on west coast 4. married w/out kids best 5. low neuroticism, high ext. & Conscientious

Personality Theory (4 decks)

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