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Individual, Society and Culture > Slides Week 3 > Flashcards

Slides Week 3 Flashcards

1
Q

Define Personality

A
  • A person’s characteristic patterns of behaving, thinking and feeling
  • an individual’s unique constellation of consistent behavioral traits
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2
Q

What is a Trait

A
  • an enduring and characteristic way of behaving
  • a disposition
  • a tendency towards a behaviour such as cautious or adventurous
  • Traits such as friendly, shy, uptight, boring and so on
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3
Q

Consistency Tendency

A

Stability of behaviour across situations

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4
Q

Trait Distinctiveness

A

Behavioural differences of people reacting to the same situation

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5
Q

Person vs Situation

A
  • Or Trait vs State
  • the difference of each person to respond to the same situation
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6
Q

Influences of Personality

A
  • Development
  • Learning
  • Environment
  • Genetics
  • Nurture
  • Multifactorial Causation
  • Theoretical Diversity
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7
Q

Freudian Psychoanalysis

A
  • Freud’s Term for his theory of personality for treating psychological disorders
  • Said physical complaints not located in organic disease
  • Rather sickness begins in mental conflicts that the patients are unaware of
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8
Q

Freud’s two parallel theories

A
  • Psychotherapy focuses on the influence of early childhood experiences, unconscious motives
    • The methods people use to cope with sexual urges and aggressive urges
  • Personality theory
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9
Q

Psychodynamic Approach to Personality

A

Personality is a product of early experience and unconsious drives

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10
Q

Learning/Social Cognitive approach to Personality

A

Roles of learning and cognition in shaping human behaviour

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11
Q

Humanistic approach to Personality

A

Personality as a reflection of personal growth and search for meaning in life

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12
Q

Biological (trait) approach to personality

A

Consistent patterns of thoughts, feelings and actions that form individual personalities

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13
Q

Two underlying premises of psychodymanic Theory

A
  1. Individuals often are unconscious of their motives
  2. Defence Mechanisms keep unacceptable or anxious thoughts at bay and out of the consciousness
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14
Q

Differences in personality between people

A
  • Individual’s unconscious motives
  • How these motives are manifested
  • How people choose to defend themselves from anxiety
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15
Q

Ego

A
  • Conscious
  • Everything we are thinking about at any given moment
  • Reason and self control
  • “Your grown up and practical self”
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16
Q

Super-Ego

A
  • Pre Conscious
  • Thoughts and feelings we easily bring to mind
  • Quest for perfection
  • “your philosophical and spiritual ideal self”
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17
Q

Id

A
  • Unconscious
  • Thoughts and feelings that are difficult to call up because they have been repressed
  • Primal desires
  • Basic nature
  • “Your wild Child”
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18
Q

Freudian Psychoanalysis - ID

A

The ID is the primitive, unconscious part of the personality, which contains the instincts and operates on the pleasure principle—that is, it tries to seek pleasure, avoid pain, and gain immediate gratification of its wishes. It is the source of the libido, the psychic energy that fuels the entire personality

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19
Q

Freudian Psychoanalysis – Ego

A

The EGO is the rational, largely conscious system, which operates according to the reality principle: It considers the constraints of the real world in determining appropriate times, places, and objects for gratification of the id’s wishes.

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20
Q

Freudian Psychoanalysis – Super Ego

A

The SUPEREGO is the moral system of the personality, consisting of the conscience and the ego ideal. The conscience consists of all the behaviors for which the child has been punished and about which he or she feels guilty; and the ego ideal comprises the behaviors for which the child has been praised and rewarded and about which he or she feels pride and satisfaction

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21
Q

How does Freud view behaviour

A
  • The outcome of ongoing internal conflicts between id, ego and super-ego
  • Conflicts centre around sex and aggression
  • Conflicts lead to anxiety that create defense mechanisms and self deception as forms of self protection
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22
Q

What are Defence Mechanisms

A

A means used by the ego to defend against anxiety and maintain self esteem

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23
Q

9 Freudian Defence Mechanisms

A
  1. Denial
  2. Repression
  3. Projection
  4. Rationalisation
  5. Regression
  6. Reaction Formation
  7. Displacement
  8. Sublimation
  9. Identification
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24
Q

Denial

A

Refusing to acknowledge the existence of a danger or threat

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25
Q

Repression

A
  • Involuntary removal of an unpleasant memory, thought or perception from consciousness
  • Blocking disturbing sexual or aggressive impulses from the consciousness
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26
Q

Projection

A

Attributing ones own undesirable traits, thoughts, behaviours and impulses to another

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27
Q

Rationalisation

A

Supplying a logical, rational or socially acceptable reason rather that the real reason for an action or event

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28
Q

Regression

A

Reverting to a behaviour that might have reduced anxiety at an earlier stage of development

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29
Q

Reaction Formation

A

Expressing exaggerated ideas and emotions that are the opposite of disturbing unconscious impulses ad desires

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30
Q

Displacement

A

Substituting a less threatening object or person for the original object of a sexual or aggressive impulse

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31
Q

Sublimation

A

• Rechannelling sexual and aggressive energy into pursuits

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32
Q

Evaluation of Psychoanalysis

A
  • Freud stimulated a wide range of therapeutic techniques and personality assessments
  • Events that we don’t recall can unconsciously influence thoughts and actions
  • Freud overemphasised sex and aggression
  • Not much empirical evidence for some concepts such as dream analysis
  • His Theories can not be tested scientifically
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33
Q

Skinner’s Radical Behaviourism

A
  • Behaviourism developed on 1953
  • Said Psychology should only study observable behaviour to be scientific
  • Did not recognise cognitive processes because they were not observable
  • Behaviour in fully determined by the environment.
  • Believed in Nature over Nurture
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34
Q

Behaviour determined by environmental stimuli

A

Classical and Operant Conditioning

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35
Q

Radical Behaviourism

A
  • Skinner said that personality like behaviour is learned through conditioning
  • Viewed personality as response tendencies that are tied to stimulus situations
  • Enviromental consequences determine peoples pattern of responding
  • Response tendencies are constantly being strengthened or weakened by experiences
  • development of personality is a continuous process throughout life.
36
Q

Reinforcement

A
  • means to strengthen
  • any stimulus which strengthens or increases the probability of a specific response
37
Q

Punishment

A
  • any change in environment that occurs after a given behavior
  • reduces the likelihood of that behavior occurring again in the future.
38
Q

Extinction

A

The disappearance of a previously learned behavior when the behavior is not reinforced.

39
Q

Stimulus Situation

A
  • includes all the factors related to the particular stimuli
  • eg: Attending a party where you don’t know many people
    • will have many different responses that are dependant on previous experiences
40
Q

Operant Response Tendencies

A

Different responses that vary in strength based on past conditioning.

41
Q

Evaluation of Radical Behaviourism

A
  • Skinner’s ideas have been highly influential, particularly in child development, education and therapeutic settings
  • considered too mechanical, radical and deterministic
  • View of personality influences too limited
  • Role of unconscious, biology, cognition and free will needs to be considered
42
Q
A
  • Albert Bandura - 1977
  • Social Cognitive Theorist
  • worked to reshape and modify behaviourism
  • people are not passive participants
  • people are proactive in their approach to influence outcomes of their behaviour
43
Q

Reciprocal Determinism

A
  • Bandura said
  • Environment influences behaviour
    • BUT
  • Behaviour also influences the environment
  • people can select their environments and alter them
    • AND
  • Personal factors determine are are shaped by environment and behaviour
44
Q

Observational Learning

A
  • Occurs when the way an organism responses are inflenced by observing others
  • these others are called role models
  • People’s patterns of behaviours are shaped by their role models
  • Self Efficacy is required to beleive in one’s own abiity to perform
45
Q

Evaluation of Social Cognitive Theory

A
  • Highly influential in child development, education and therapeutic settings
  • testable hypotheses
  • Criticised for being limited by ignoring the unconsious experience and role of heredity
  • doesn’t focus enough on subjective experiences
46
Q

Humanistic Perspective

A
  • Primarily concerned with helping individuals reach their maximum developmet potential
  • emphasises dignity and worth of each human being.
47
Q

Two Major Humanistic Theories

A
  1. Carl Rogers - Person Centred Theory
  2. Abraham Maslow - Maslow’s Heirarchy of Needs
48
Q

Conditions of Worth

A

Conditions on which the positive regard of others rests

49
Q

Unconditional Positive Regard

A

Unqualified caring and non judgemental acceptance of another

50
Q

Humanistic Perspective - Person Centred Theory

A
  • Carl Rogers - 1950’s
  • part of the Humanist Movement
  • Third Force of Psychology
  • Reaction to psychodynamic and behavioural theories
  • Saw personality in terms of self-concept and the individuals mental picture of themselves
51
Q

Self-concept

A

A collection of beleifs about one’s own nature, quaities and typical behaviour

52
Q

Person Centred Approach

A
  • Focus on people’s tendencey to create beleif systems and narratives about the self and world
  • This narrative then shapes behaviour
  • Each individual understands and responds to the world in a way that shapes their personality
  • When Self-concept and reality don’t match this creates incongruence
  • When incongruence occurs anxiety occurs and reality is threatened
53
Q

Self Actualisation

A
  • Developing to one’s fullest potential
  • The Pursuit of self defined goals for personal fulfillment and growth
54
Q

Peak Experiences

A

Experiences of deep meaning, insight within oneself and harmony with the universe

55
Q

Maslow’s Heirarchy of Needs

A
  • Abraham Maslow - 1960’s
  • Goal of personality development is to reach a level where behaviour is motivated by the drive to attain our fullest potential
  • this is called self actualisation
  • Hallmark of self actualisers is having frequent peak experiences
  • Systematic arrangement of needs according to priority
  • Basic needs must be met before less basic needs are aroused
56
Q

Levels of Maslow’s Heirarchy of needs

A
  1. Physiological Needs
  2. Safety Needs
  3. Belonging and Love needs
  4. Esteem Needs
  5. Need for Self Actualisation
57
Q

Maslow’s Phsysiological Needs

A

Need to satisfy the basic biological needs for food water, oxygen, sleep and elimination

58
Q

Maslow’s Safety Needs

A

Need for safety and security

59
Q

Maslow’s Belonging and Love Needs

A
  • Need to love and be loved
  • Need to affiliate with others and be accepted
60
Q

Maslow’s Esteem Needs

A
  • Need to acheive
  • Need to gain competence
  • need to gain respect and recognition from others
61
Q

Maslow’s Need for Self-Actualisation

A

The nees to realise one’s fullest potential

62
Q

Evalation of Humanistic Perspectives

A
  • Therapeutic applications highly influential
  • emphasis on self may lead to self indulgence
  • Focus on conscious experience is a weakness in terms of scientific investigation
63
Q

What are Traits

A
  • Personal qualities or characteristics
  • They are stable across situations
  • can be used to descrobe personality
64
Q

Name 2 Trait Theories

A
  1. Eysenck’s Trait Theory
    • Psychoticism
    • Extroversion
    • Neuroticism
  2. McRae & Costa - Five Factor Model
    • O - Openness
    • C - Conscientiousness
    • E - Extraversion
    • A - Agreeableness
    • N - Neurotocisim
65
Q
A
  • Hans Eysenck - 1967
  • Developed Eysenck’s Trait Theory
  • Biological theories stress the genetic origins of personality
  • Focused on Nature over Nurture
  • Genes influence physiological functioning
  • Physiological functioning eases the aquisition of conditioned responses
66
Q

Eysenck’s PEN Model

A
  1. Psychoticism/Ego Control
  2. Extraversion/Introversion
  3. Neuroticism/Emotional Stability
67
Q

Eysenck’s Trait Theory - Introversion vs Extraversion

A
  • Introversion involves directing attention on inner experiences
  • Extraversion relates to focusing attention outward on other people and the environment
68
Q

Eysenck’s Trait Theory - Neuroticism vs Emotional Stability

A
  • This dimesion relates to moodiness vs even temperedness
  • Neuroticism refers to an individual who tends to become upset or emotionalt
  • Emotional stability refers to an individual who tends to remain emotionally consistent
69
Q

Eysenck’s Trait Theory - Psychoticism vs Ego Control

A

After studying individual people who suffered from mental illness Eysenck added psychoticism to his trait theory

  • Psychoticism refers to a difficulty dealing with reality
  • may be anti-social, hostile, non-empathetic and manipulative
70
Q

Eysenck’s Hierarchical Taxonomy

A

Four Level Hierachical taxonomy based on factor analysis

  1. Superfactors (traits): Psycoticism, Extraversion, Neuroticism
  2. Factors: sociability and positive affect
  3. Habits: liking to study with a group of people
  4. Behaviours: Studying for an exam with a group of people
71
Q

Eysenck’s Trait Taxonomy Tree

A
  1. Higher order trait - like Extraversion
  2. Traits - like socialbility, liveliness, activeness, assertiveness
  3. Habitual Responses
  4. Specific Responses
72
Q

Five Factor Model

A
  • FIVE central traits that can account for most of the individual differences between people
  • Called the Big Five by McRae and Costa 1987
  • NEO-Personality Inventory measures Five central traits
  • Draws from the biological perspectives
73
Q

List the Five Factor Model traits

A
  1. Openness
  2. Conscientiousness
  3. Extraversion
  4. Agreeableness
  5. Neuroticism
74
Q

Five Factor Model – Trait of Openness:

A

Low Score – Practical, conventional, prefers routine

High Score – Curious, wide range of interests, independent

Measures: Imagination, feelings, actions and ideas

75
Q

Five Factor Model – Trait of Conscientiousness

A

Low Score – Impulsive, careless, disorganised

High Score – Hardworking, Dependable, Organised

Measures: competence, self-discipline, thoughtfulness, goal driven

76
Q

Five Factor Model – Trait of Extroversion

A

Low Score – Quiet, reserved, withdrawn

High Score – Outgoing , warm, seeks adventure

Measures: Sociability, assertiveness, emotional expression

77
Q

Five Factor Model – Trait of Agreeableness

A

Low Score – Critical, uncooperative, suspicious

High Score – Helpful, trusting, empathetic

Measures: Cooperative, trustworthy, good natured

78
Q

Five Factor Model – Trait of Neuroticism

A

Low Score - Calm, Even tempered, secure

High Score – Anxious, unhappy, prone to negative emotions

Measures: Tendency toward unstable emotions

79
Q

Evaluation of Biological Perspectives

A
  • Influential in current research
  • Generated a wide variety of instruments for personality measurement
  • Does not explain how traits may combine to form complex and dynamic individuals
  • It is unclear if Trait Theory can be adapted cross culturally
  • Sitation influences behaviour
  • People differ in motivation
80
Q

Assessing Personality

A
  • Behavioural assessment – used to count and record the frequency of particular behavious
  • Structured Interviews – compare responses from one interviewee to another in similar circumstances
  • Rating Scales – Used to quantify behaviours that occur during observations or interview
81
Q

3 Types of Personality Inventories

A
  1. MMPI-2
  2. CPI
  3. MBTI
82
Q

MMPI-2

A
  • Minnesota Multiphasic Personality Inventory
  • Extensively researched and widely used
  • Used to screen for and diagnose psychiatric disorders
83
Q

CPI Test

A
  • California Personality Inventory
  • Designed to assess the normal personality
  • Developed for typical individuals aged 13+ yrs
84
Q

MBTI Test

A
  • Myers-Briggs type indicator
  • Examines scores to group people into 16 categories
  • These represent combinations of four dimensions
85
Q

Projective Tests

A
  • Rorschach inkblot Method
  • Thematic Apperception Test (TAT)

People respond to inkblots of ambiguous human situations by projecting their inner thoughts, feelings, fears or conflicts on to the test.

86
Q

Thematic Apperception Test (TAT)

A
  • Drawings of ambiguous human situations that the test taker describes
  • Thought to reveal inner conflicts, feelings and motives
  • These are projected onto test materials

Individual, Society and Culture (16 decks)

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