3.5.11 - All

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RELATIONAL LANGUAGE

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"Spoken communication uses much more ""we"" and ""us"" as opposed to writing, which uses you, I, and them..."

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ELEMENTS OF LANGUAGE STYLE

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ELEMENTS OF DELIVERY

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METHODS OF DELIVERY

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ETHICS AND PRESENTATIONS

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COMMON DELIVERY MISTAKES

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MANUSCRIPT DELIVERY

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MEMORIZED DELIVERY

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IMPROMPTU DELIVERY

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EXTEMPORANEOUS DELIVERY

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DEVELOPING INFORMATIVE PRESENTATIONS

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PRINCIPLES FOR TOPIC SELECTION

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PURPOSE STATEMENT

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KEY WORDS AND PHRASES FOR DEVELOPING A SPECIFIC STATEMENT OF PURPOSE

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DEVELOPING THE MAIN POINTS

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SUPPORTING THE MAIN POINTS

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DEVELOPING AN ORGANIZATIONAL DESIGN

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CHOOSING AN ORGANIZATIONAL PATTERN

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DEVELOPING THE INTRODUCTION

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METHODS FOR GAINING AUDIENCE ATTENTION

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THINGS TO AVOID WHEN WRITING YOUR INTRODUCTION

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(STEP 9) CONSTRUCT A CONCLUSION

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WHAT TO AVOID WHEN WRITING YOUR CONCLUSION

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(STEP 10) PROVIDING CONNECTIONS & TRANSITIONS

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3 TYPES OF INFORMATIVE PRESENTATION

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FORMAL REPORTS AND BRIEFINGS

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ELEVATOR SPEECH

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5 INGREDIENTS OF INTRODUCING A SPEAKER

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"1. Mention speaker's name

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PSYCHOLOGY

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The science of of mental processes and behavior

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MENTAL PROCESSES

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"What scientist call what your brain is doing when you are thinking, storing memories, recognizing objects, and using language AND when you're feeling depressed, jump for joy, or savor the experience of being in love..."

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BEHAVIOR

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"Outwardly observable acts of a person, either alone or in a group. E.G. Physical movements, voluntary/involuntary, of limbs, face, other body parts."

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GOALS OF PSYCHOLOGY

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"Goals to go beyond simply describing and explaining mental processes and behaviors, but also in predicting and controlling them"

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THREE LEVELS OF PSYCHOLOGICAL ANALYSIS

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"1) Mechanism (____ of the brain)

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LEVEL OF THE BRAIN

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"Events that involve the structure and properties of the organ itself-- brain cells and their connections, the chemical soup in which they exist, and the genes. (p7)"

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LEVEL OF THE PERSON

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"Events that involve the nature of beliefs, desires, and feelings -- the content of the mind, not just its internal mechanics (p7)"

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LEVEL OF THE GROUP

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"Events that involve relationships between people (e.g. love, competition, cooperation), relationships among groups, and culture. Events at the level of the group are one aspect of the environment; the other aspect is the physical environment itself (the time, temperature, and other physical stimuli). (p7)"

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CULTURE

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"""Language, beliefs, values, norms, behaviors, and material objects that are passed from one generation to the next"" (Henslin, 1999) (p7)"

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PHYSICAL ENVIRONMENT

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"_____ is what all levels of psychological analysis must acknowledge and understand in relation to the events at each level of analysis, because the physical limitations of this surrounds us (and, I would argue, effects content, mechanism, and network inextricably)"

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Q: HOW DID PSYCHOLOGY DEVELOP OVER TIME?

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Founded with roots in PHILOSOPHY and PHYSIOLOGY and was the beginning of the scientific study of behavior with the understanding that the brain was where it was all happening.

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STRUCTURALISM

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"Wilhelm Wundt is responsible for _____ and thus is considered the founder of scientific psychology, sought to identify ""building blocks"" of consciousness and how combinations of them may occur at the same time or in sequence.

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CONCIOUSNESS

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The state of being aware

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INTROSPECTION

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"The technique of noticing your mental processes during or immediately after they happen. A primary research tool for early STRUCTURALIST psychologists like Wilhelm Wundt, which literally means ""looking within."" (p10)"

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INTROSPECTION: FAULTS

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Teaching people to use introspection to then understand their behavior wouldn't allow for them to prove that what they said they were thinking and how they were thinking it was indeed a mental process.

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FUNCTIONALISM

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_____ sought to understand how our minds help us function and adapt to the world around us. Focused on methods that people used to learn and how goals and beliefs shaped their environments. Strongly influenced by Darwin. DISTINCTION from STRUCTURALISTS is that S. asked how & what while _____ asked WHY...

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GESTALT PSYCHOLOGY (THEORY)

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"The study of psychology that emphasizes our perception of reality as opposed to the actual reality (I.E, perception more important than simply observable behavior)"

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PSYCHODYNAMIC THEORY

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"FREUD (1856-1939) develops _______ ______ as a way to explain abnormal behaviors, directing the responsibility to the PUSH-PULL of separate, simultaneously operating parts of the brain: UNCONSCIOUS & CONSCIOUSNESS. Key idea: behavior is driven by collection of mental processes. (p13)"

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UNCONSCIOUS

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Part of the mind that is outside the CONSCIOUS awareness and not able to be brought into consciousness at will (p13)

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BEHAVIORISM

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School of Psychology that focuses on how a specific stimulus evokes a specific response. (p14)

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HUMANISTIC PSYCHOLOGY

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"School of psychology that assumes people have positive values, free will, and deep inner values, free will, and deep inner creativity, the combination of which leads them to choose life-fulfilling paths to personal growth. (p15)"

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COGNITIVE PSYCHOLOGY

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Approach in psychology that attempts to characterize how information is stored and operated on internally (p15)

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THE COGNITIVE REVOLUTION

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"The ____ ____ came with the advent of the computer in the 1950's and 60's, starting to characterize the nature of human INFORMATION PROCESSING."

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COGNITIVE NEUROSCIENCE

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A blending of psychology and neuroscience (study of the brain) that aims to specify how the brain stores and processes information (p16)

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EVOLUTIONARY PSYCHOLOGY

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School of psychology that treats many cognitive strategies and goals as adaptive results of natural selection

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**MODERN PSYCHOLOGIST OCCUPATIONS & POSITIONS

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"1) Clinical Psychologist (p19)

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SCIENTIFIC THEORY

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"Defining a potential problem, do some investigating, create a hypothesis, do more investigation, test hypothesis, use results to build theory, test theory"

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CONFOUNDING VARIABLE

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"Independent variable that varies along with the ones of interest, be the actual basis for what you're measuring (p31)"

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CONTROL GROUP v. EXPERIMENTAL GROUP

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two groups in an experiment

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EXPERIMENTAL CONDITION v. CONTROL CONDITION

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complete procedure for the two groups of an experiment

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EXPERIMENTER EXPECTANCY EFFECTS

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Experimenter's expectations lead them to treat participants in way that encourages behavior to produce expected results

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DOUBLE BLIND DESIGN

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Participants don't know the predictions of the study and the experimenter doesn't know which condition has been assigned to the participant

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METHODS OF TESTING HYPOTHESES & LOOKING FOR RELATIONSHIPS BETWEEN VARIABLES

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"NATURALISTIC OBSERVATION

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METHODS OF TESTING HYPOTHESES & LOOKING FOR RELATIONSHIPS BETWEEN VARIABLES

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"NATURALISTIC OBSERVATION

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NATURALISTIC OBSERVATION

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Careful observing and documentation of events

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NATURALISTIC OBSERVATION

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Careful observing and documentation of events

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CASE STUDIES

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Detailed investigations of a single instance of a situation

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CASE STUDIES

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Detailed investigations of a single instance of a situation

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SURVEYS

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Participants are asked to answer sets of specific questions

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SURVEYS

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Participants are asked to answer sets of specific questions

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CORRELATIONAL STUDIES

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"Process that examines the relationship between the values of pairs of variables, showing how the values of one go up or down as the values of the other increase (Not providing CAUSATION)

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CORRELATIONAL STUDIES

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"Process that examines the relationship between the values of pairs of variables, showing how the values of one go up or down as the values of the other increase (Not providing CAUSATION)

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EXPERIMENT

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"Effect of manipulating one or more independent variables on the value of a dependent variable is measured, and participants are assigned randomly to groups.

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EXPERIMENT

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"Effect of manipulating one or more independent variables on the value of a dependent variable is measured, and participants are assigned randomly to groups.

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QUASI-EXPERIMENTS

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Like experiments but participants are not assigned to groups randomly and conditions are selected from naturally occurring variations. (p46)

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QUASI-EXPERIMENTS

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Like experiments but participants are not assigned to groups randomly and conditions are selected from naturally occurring variations. (p46)

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META-ANALYSIS

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When researchers combine results from different studies in order to identify a relationship among variables that transcends any one study. (p46)

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META-ANALYSIS

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When researchers combine results from different studies in order to identify a relationship among variables that transcends any one study. (p46)

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WHAT TO BE CRITICAL OF WHILE READING REPORTS OF STUDIES

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"1. Evidence that the data are reliable

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PSEUDOPSYCHOLOGY

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"_______ differs from psychology in how it is supported by data, not necessarily in content (p46)"

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INSTITUTIONAL REVIEW BOARD

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Research with humans/animals at universities/hospitals/industrial settings must get approval from the ______ (p46)

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IRB RESTRICTIONS ON HUMAN RESEARCH

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"1. Participants must provide INFORMED CONSENT (re: possible risks and benefits)

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THERAPY ETHICS

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"1. Psychoanalyst's ethical guidelines require confidentiality unless the person is in danger of harm

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NEUROETHICS

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A branch of ethics that focuses on the possible dangers and benefits of research on the brain (p47)

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"NEURONS, DENDRITES, & AXONS"

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"The _____ is the key building block of the brain, get's information from ______ (and sometimes directly from another _____'s _____) and sends information via the ______. (p93)"

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AXON

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"____ is covered with myelin, branches into separate terminals with buttons at the end of them containing chemical substances that are released by an action potential. These substances are either NEUROTRANSMITTERS or NEUROMODULATORS"

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NEUROTRANSMITTERS

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"________ cross the synaptic cleft to affect another neuron. NEUROMODULATORS can be released into this space, or otherwise distributed more diffusely in the fluid surrounding neurons. Both ________ and NEUROMODULATORS affect receptors, which are like locks that open with the right key, causing a chain of events inside the NEURON. (p93)"

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**ENDOGENOUS CANNABINOIDS

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NEUROMODULATORS that are released by the receiving NEURON and inhibit sending NEURONS (p93)

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REUPTAKE MECHANISM

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"When the total neuronal input is sufficiently excited then it ""fires"" by working chemical reactions down the axon, after which the surplus NEUROTRANSMITTER is reabsorbed from the ________. (p93)"

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GLIAL CELLS

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"These play a role in information processing and control the creation of SYNAPSES, support NEURONS, and help regulate NEUROTRANSMITTERS and can affect NEURONS directly. (p93)"

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THE NERVOUS SYSTEM'S TWO MAJOR PARTS

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The peripheral nervous system (PNS) and the central nervous system (CNS).

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PNS

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Consists of the autonomic nervous system (ANS) and the sensory-somatic nervous system (SSNS).

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ANS

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Divided into the sympathetic (fight or flight response) and parasympathetic nervous systems

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SSNS

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System that includes the skeletal system which connects to the muscles that can be moved voluntarily.

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CNS

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"System that consists of the spinal cord and the brain itself. Sends commands from the brain to the body and passes along sensory input to the brain, the spinal cord is responsible for some reflexes, which depend on the action of INTERNEURONS. (p94)"

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INTERNEURONS

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Neurons that hook up to other neurons (p94)

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BRAIN STRUCTURE

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"Organized into lobes and covered by the cerebral cortex, a thin layer of neurons."

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FOUR MAJOR LOBES IN EACH HEMISPHERE OF THE BRAIN

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"1. Occipital

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OCCIPITAL LOBE

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Lobe that processes visual input

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TEMPORAL LOBE

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"Lobe that contains visual memories and is also involved in language comprehension, hearing, storing new memories, and some aspects of consciousness. (p94)"

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PARIETAL LOBE

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"Lobe that registers size, three-dimensionality, and location in space and is also involved in arithmetic and motor control.

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FRONTAL LOBE

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"Lobe that's involved in speech production, searching for memories, reasoning (and using memory to help in reasoning), emotions, fine motor control (governed by the motor strip), and making decisions. (p94)"

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LEFT BRAIN HEMISPHERE CHARACTERISTICS

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"Hemisphere that plays a larger role in language, is critical to ability to invent stories to make sense of the world. (p94)"

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RIGHT BRAIN HEMISPHERE CHARACTERISTICS

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Hemisphere that plays a larger role in recognizing overall shapes and in some nonverbal functions. (p94)

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SPLIT-BRAIN PATIENTS

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Patients who have had their two brain hemispheres surgically disconnected through the severing of the corpus callosum (p94)

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THALAMUS

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Subcortical area of the brain that manages connections to and from distinct parts of the brain (p94)

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HYPOTHALAMUS

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"Subcortical area of the brain that regulates hormones which help control bodily functions like eating, drinking, sex..."

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HIPPOCAMPUS

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Subcortical area of the brain that is involved in the storage of new memories

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AMYGDALA

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Subcortical area of the brain that plays a role in fear and other emotions (p94)

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LIMBIC SYSTEM

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"HYPOTHALAMUS, HIPPOCAMPUS, AMYGDALA, and other structures make up this system, involved in fighting, fleeing, feeding, and sex (p94)"

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BASAL GANGLIA

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Used in planning and producing movements and learning new habits

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BRAIN STEM

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"Contains structures involved in automatic functions like breathing, alertness, sleep, and arousal (p94)"

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CEREBELLUM

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"Part of the brain involved in motor control, timing, and attention. (p94)"

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NEUROENDOCRINE SYSTEM

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System that produces hormones which not only affect the body but also affect the brain itself by altering moods and such (p94)

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NEUROIMMUNE SYSTEM

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System that produces substances that affect our immunity to infection of our brains

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SOCIAL PSYCH

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"""scientific study of how individuals' thoughts, feelings, and behaviors are influenced by other people."" (p5)"

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SOCIAL CONTRACT

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"""the idea that human societies have devloped some basic rules of social and moral conduct, which members of the societies implicitly agree to follow."""

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BEHAVIORISM

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"an approach to psychology which ""attempts to explain behavior purely in terms of stimulus-response connections established through experience and reinforcement. (est. early half of 20th century) (p28)"

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GESTALT THEORY

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"""assumes that people's overall, subjective interpretations of objects are more important than the objects' external, physical features. (p28) (1930's)"

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Theories

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we have an idea about a phenomena explaining why outcome or event happens.

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Hypotheses

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what you would expect to see if the theory were true

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Operational definitions

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researchers have to define their concepts in ways that they can get meaningful (specific and observable) responses

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Socially desirable responding

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"some experiments provide subtle suggestions to the participants as to what the ""right"" answers or behavior is, which can really mess with the data. It could be explaining the ""goal"" of the research in its entirety (Ch 2 calls this DEMAND CHARACTERISTICS)"

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Unobtrusive measures

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when participants aren't aware that they are being measured

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Psychometrics

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subdiscipline of psychology which has the goal of setting definitions and measures for the ongoing research in psychology

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Reliability

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consistency/stability of scores on a measure (p61)

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Validity

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"are scores measuring what is meant to be measured, like the ""underlying concept they are supposed to represent."" (p61)"

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Correlational Research

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Examines whether two or more concepts are associated with one another (p61) Cannot establish causal connections

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REPRESENTATIVE SAMPLE

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a group of participants that accurately represents larger population

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RANDOM SAMPLING

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"Often used to create a REPRESENTATIVE SAMPLE, sampling in a way that everyone in the population has the same chance of being selected (p61)"

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Archival Research

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"Looks at how social psychology trends have appeared in historical data, records, articles, public data"

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OBSERVATIONAL STUDIES

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"researcher watches participants and codes measures from observed behavior"" (p61)"

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PARTICIPANT-OBSERVATION RESEARCH

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"researcher actually joins an ongoing group to observe the members' behavior"" (p61)"

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Experimental Research

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empirical investigations in which researchers manipulate one or more concepts and assess the impact of the manipulation(s) on one or more other concepts.

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INDEPENDENT VARIABLES

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Manipulated factors

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DEPENDENT VARIABLES

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Concepts measured by researcher and may be affected by independent variables

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EXTRANEOUS VARIABLES

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"these variables are possible sources of error that ""should be controlled"" (p61)"

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STANDARDIZED PROCEDURES

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participants are processed in the same way across the board regardless of how different one participant is from another

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RANDOM ASSIGNMENT

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helps control extraneous variables because it randomly assigns different participants to separate parts of the experiment

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DEMAND CHARACTERISTICS

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cues in the experiment that encourage SOCIALLY DESIRABLE RESPONDING from the participants

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INTERNAL VALIDITY

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"How much did the research produce clear and causal data?

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EXTERNAL VALIDITY

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"How much can the results be used to generalize ""beyond the sample, setting, and other characteristics in the study"" (p61)"

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SINGLE-FACTOR EXPERIMENT

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One independent variable

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FACTORIAL DESIGN EXPERIMENT

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"2+ independent variables, then the ""experiment is said to have factorial design"" EXAMPLE: Study on source credibility on sleep advice (gym teacher vs. nobel laureate)"

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INTERACTIONS

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factorial designs make it possible to test whether there are any interactions between independent variables... the level of another manipulation depends on the level of another manipulation (p61) (clue: imagine tables) (common)

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EXPERIMENTAL REALISM

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"How much does the experiment feel realistic/involving to the participants? This ""elicits spontaneous behavior."" (p62)"

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MUNDANE REALISM

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How much the experiment's setting resembles the outside world

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FIELD EXPERIMENTS

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"experiments done outside a laboratory

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Institutional Review Board (IRB)

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"committee that must approve the research to protect the participants from undergoing ""unacceptable harm"""

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INFORMED CONSENT

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protects participants by informing them what they can expect in the study and telling them they can withdraw at any time

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DEBRIEFING

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"protects participants by giving them ""a full and complete description of the study's design, purpose, and expected results ... after the study is completed.""""If the study involved deception, it must be identified and explained in debriefing"" (p62)"

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SOCIAL COGNITION

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Study of how information about people is processed and stored

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SCHEMAS

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"-Mental shortcuts and ""frames of mind"" or lenses through which we see the world

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CATEGORIZATION

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"Process of recognizing and identifying something, assuming it possesses characteristics of the schema (or most of them) even if we can't perceive those characteristics directly"

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MEMORY as an ASSOCIATIVE NETWORK

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A very large system of schemas that are linked together due to shared meaning.

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SPREADING ACTIVATION

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The activation of one schema activates other linked schemas.

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Memory Stage: ENCODING

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"one of two stages for memory, getting information into memory, involves attention, comprehension, and storage"

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Memory Stage: RETRIEVAL

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"second of two stages of memory, getting information out of memory"

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ACCESSIBILITY

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How easily a schema comes to awareness. More accessibility means more likely to be activated. Affected by entirety of experiences/memories...

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PRIMING

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process that increases accessibility of a schema. works because activating a schema once increases its accessibility for the future

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CHRONIC ACCESSIBILITY

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extent to which schemas are easily activated across time and situations for someone

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STEREOTYPE

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Schemas that represent human groups... Attempts to categorize people and draw inferences about them. A set of characteristics someone perceives to be associated with a group of people. Usually includes info on variability in group.

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EFFECTS of STEREOTYPES

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The stereotype makes little loops and related schemas come into the mind that dominate the thought process and make you do worse at the thing you think other people are perceiving you as being bad at it.

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OUTGROUP HOMOGENEITY EFFECT

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tendency to overestimate the similarity within groups to which they do not belong

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AUTOMATIC PROCESS

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"A judgement/thought that occurs efficiently without intention (or even awareness, sometimes) and we can't control"

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CONTROLLED PROCESS

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"An intentional judgement/thought that we are aware of, commanded by us, requiring significant cognitive resources -- ""Don't think of a pink elephant"" and you will either be consumed with thinking about pink elephants OR you will be consumed with spending all your mental powers towards not thinking about them. In BOTH cases, you will lose touch with what's going on in the present because of the mental preoccupation with the elephants"

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RECONSTRUCTIVE MEMORY

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"trying to rebuild the past based on cues and estimates when memory can't be directly retrieved -- Can't remember everything, but you'll construct prototypic memories that embody big parts of your life"

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AUTOBIOGRAPHICAL MEMORY

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"memories related to the self, often involves estimating what we were like in the past"

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BLANK LINEUP

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"A lineup that does not include the suspect, everyone is known to be innocent, used to check whether eyewitness falsely identifies one of them. A good test of eyewitness credibility."

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SEQUENTIAL LINEUP

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Eyewitness is shown each person in a line up individually/separately. Fewer identification errors than regular lineup.

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HEURISTICS

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informal rules or shortcuts that are used to make everyday judgements.

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COGNITIVE MISER MODEL

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hypothesis that careful thought processing is only done when necessary

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AVAILABILITY HEURISTIC

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tendency to base ones judgement on how easily relevant examples can be generated.

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REPRESENTATIVE HEURISTIC

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tendency to judge the likelihood that a target belongs to a certain category based on how similar target is to the typical features of the category

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ILLUSORY CORRELATION

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"when we think that two variables are related to one another, but they in fact, are not. One cause: people only record and observe what confirms hypothesis, ignoring non-confirming events"

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HINDSIGHT BIAS

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tendency to overestimate the predictability of known outcomes

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PERSEVERANCE EFFECT

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tendency to think about an aspect of yourself in the same way even after you've been proven wrong

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COUNTERFACTUAL THOUGHTS

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thoughts of how past events could have turned out differently. generally UPWARD or DOWNWARD

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UPWARD COUNTERFACTUAL THOUGHTS

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thoughts of how past events could've turned out better

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DOWNWARD COUNTERFACTUAL THOUGHTS

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thoughts of how past events could've turned out worse

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SELF-SERVING JUDGEMENTS

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when we define ourselves with traits that are self-flattering while activating stereotypes which are strategically protecting the self

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MOOD-CONGRUENT RECALL

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"-moods' influence on social cognition.

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ATTRIBUTIONS

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CAUSAL judgements about why an event occurred or why someone behaved in a certain way

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INTUITIVE SCIENTISTS

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"A well known attribution theory portraying people as untrained scientists who try to make causal judgements in a rational, scientific manner."

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COVARIATION MODEL OF ATTRIBUTION

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"(Parker) The idea that we are always trying to figure out when people do things whether it was because of them, or the situation. (Book) Label for the theory about INTUITIVE SCIENTISTS, because the theory assumes that people try to determine whether a particular kind of behavior covered (correlated) with a person, a situation, or some combination of persons and situations"

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FALSE CONSENSUS EFFECT

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When people tend to assume that other people share their attitudes and behaviors to a greater extent than is actually the case.

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DISCOUNTING PRINCIPLE

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The law/principle that says the perceived role of a cause will be discounted (reduced) if other plausible causes are also present.

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AUGMENTATION PRINCIPLE

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Law/principle that states that the perceived role of a cause will be augmented (increased) if other factors are present that would work against the behavior

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CORRESPONDENT'S BIAS

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"The tendency to see other people's behavior as caused by internal factors, (like traits and attitudes) even when plausible external causes are present. SO common that is known as FUNDAMENTAL ATTRIBUTION ERROR.

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NONVERBAL BEHAVIOR

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"Facial expressions, voice cues, interpersonal space, eye gaze... particularly useful information to judge speakers."

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DISPLAY RULES

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The norms for how and when emotions should be expressed.

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LOOKING GLASS SELF

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"When we rely on other people for many judgements about ourselves, like internalizing other people's judgements about us into our self-concept...it's called..."

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SOCIAL COMPARISON

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Comparing ourselves to other people in order to make judgements about ourselves. Either UPWARD or DOWNWARD.

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UPWARD/DOWNWARD SOCIAL COMPARISON

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Comparing ourselves to people better // worse off or more skilled than we are.

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UPWARD SOCIAL COMPARISON

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Comparing ourselves to better off people can produce hope but can cause RELATIVE DEPRESSION

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RELATIVE DEPRIVATION

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Feeling anger or resentment about one's outcomes based on comparisons with better-off others.

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SOCIAL COMPARISON ORIENTATION

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The extent to which people will perform SOCIAL COMPARISON

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SELF-PERCEPTION THEORY

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Theory that proposes that we often judge our own internal states by reviewing our past behavior and the situation in which it occurred and inferring internal states consistent with the behavior unless there were clear external causes of our behavior

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OVERJUSTIFICATION EFFECT

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Effect that takes place when people decide that they performed a potentially enjoyable activity for external reasons rather than because they enjoyed it (like when people are given rewards...which CAN be a good thing)

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BIAS BLIND SPOT

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"The tendency for people to think that biases and errors in judgements are more common in others than in themselves. Like how most people think that they are above average in honesty, fairness, and ability to get along with others."

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INDIVIDUALIST CULTURES

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"Cultures where people are seen as free, independent beings who possess stable abilities, traits, and attitudes."

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COLLECTIVIST CULTURES

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Cultures where people are seen as INTERDEPENDENT...part of a social fabric.

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SELF-DISCREPANCY THEORY: three kinds of selves

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"1. ACTUAL SELF

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ACTOR OBSERVER EFFECT

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"The tendency to attribute INTERNAL FACTORS to behavior or others, we attribute EXTERNAL FACTORS to our own behavior"

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CONFEDERATE

Back 203

An undercover researcher playing the role of a participant in the study

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CONFORMITY

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The tendency to act or not act or behave a certain way or choose a certain answer simply because everyone else is doing it and they are a source for behavioral cues.

Front 205

ASH PARADIGM

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Experiment when 6 confederates answered incorrectly and the participant would consistently follow them.

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PERSUASIVE PRESENTATION

Back 206

"Presentations that cange or reinforce ATTITUDES, VALUES, BELIEFS, BEHAVIORS"

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ATTITUDE

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"An evaluation of something, a feeling about whether it's good or bad (p284) ________ motivates our actions via APPROACH AND AVOIDANCE TENDENCIES"

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VALUES

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"Enduring ideals or standards of what is worthwhile and not worthwhile, within an individual or a group/culture. E.g. Individualism, Hard work and perserverance, Neatness and cleanliness, Energy and enthusiasm, Loyalty and commitment, Friendliness and cooperation, Fairness and equality"

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BELIEFS

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"Perceived truths that you have about somewhat abstract concepts: government, integrity, fate, destiny... like a ""belief"" that corporate fraud causes inflated prices and erodes societal morality."""

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BEHAVIOR & IT'S 2 CATEGORIES

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"Actions.

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COGNITIVE DISSONANCE

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"The result of the conflict from a collision of beliefs, feelings, or behaviors."

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5 WAYS TO ACHIEVE CONSONANCE

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"1. Discredit the source

Front 213

RATIONALIZATION

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Mentally working through DISSONANCE towards CONSONANCE.

Front 214

SOCIAL JUDGEMENT THEORY

Back 214

"People evaluate information from an ANCHOR POINT, and embrace their positions based on their

Front 215

ANCHOR POINT

Back 215

The fundamental attitude or position from which people evaluate information according to Social Judgement Theory (p287)

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LATITUDE OF REJECTION

Back 216

The range of positions not tolerable according to Social Judgement Theory (p287)

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LATITUDE OF ACCEPTANCE

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The range of positions that are tolerable according to Social Judgement Theory (p287)

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LATITUDE OF NONCOMMITMENT

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"The range in between the two ranges of positions that are tolerable and intolerable, respectively, according to Social Judgement Theory (p287)"

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1. ASSIMILATION EFFECT

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"The effect when our latitude of acceptance is incrementally expanded by suggested positions that are just beyond the existing range, causing latitudes of resistance and noncommitment shrink, according to Social Judgement Theory (p287-8)"

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2. CONTRAST EFFECT

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"The effect when our latitudes of acceptance and noncommitment shrink from suggested positions that are too far beyond the existing tolerable range, increasing the size of the latitude of rejection, according to Social Judgement Theory (p288)"

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3. BOOMERANG EFFECT

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"The effect that is like the CONTRAST EFFECT but results in the audience cementing their boundaries of their latitudes of acceptance. They rally around a deeply held ANCHOR POINT, giving no almost-tolerable messages the benefit of the doubt. Likely caused by creating COGNITIVE DISSONANCE, and then the audience may be even more resistant to change positions than before. (p288)"

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3 METHODS of INOCULATION

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"1. Supportive treatment

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COUNTERPOSITIONAL RESISTANCE

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Building up an audience's resistance to other messages that they'll likely hear from other speakers so that they will be left with emphasized value on your message

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AUDIENCE COMMITMENT

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"Similar to rationalizing to reduce dissonance. Says modifying behavior even slightly predicts an attitude alignment consistent with the initial modification. MOST effective when audience experiences free will, i.e. is allowed to interact via hand raising, giving announcements, writing on cards..."

Front 225

METHODS of SELF-PERSUASION

Back 225

"Having people stand up, raise their hands, sign cards, make testimonials, give announcements... (p289-90)"

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1. SUPPORTIVE TREATMENT

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"Giving the audience rational reasons for supporting position, a foundation of knowledge by which they can deny opposition (p289)"

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2. REFUTATION TREATMENT

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"Identifying and then refuting a sample of counterarguments that the audience is probably going to hear later to encourage audience resistance, creating a ""cognitive defense system."" (p290)"

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3. GENERALIZED FOREWARNING

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"Warning the audience that some form of influence will attempt to affect them later, urging them not to be surprised by the opposing messages without spelling those messages out."

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EXAMPLE: X cautions Y group against others who might try and erode their beliefs in his or her plan and urge Y to stand firm.

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GENERALIZED FORWARNING

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"EXAMPLE: X lists problems associated with previous and future approaches, thus alerting Y to them."

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REFUTATION TREATMENT

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EXAMPLE: X offers Y group several reasons why X's approach is superior.

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SUPPORTIVE TREATMENT

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2 TYPES OF MESSAGE ORDER

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"1. One-sided versus two-sided messages

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ONE-SIDED VERSUS TWO-SIDED MESSAGES

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STRONGEST VERSUS WEAKEST ARGUMENT FIRST

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GOING FIRST VERSUS LAST

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PRIMACY EFFECT

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RECENCY EFFECT

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FEAR APPEAL

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DEFENSE AVOIDANCE

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3 PERSUASIVE SPEECH ORGANIZATIONAL PATTERNS

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"1. PROBLEM/SOLUTION PATTERN

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PROBLEM/SOLUTION PATTERN

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PROPOSITION/PROOF PATTERN

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MOTIVATIONAL SEQUENCE PATTERN

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4 BENEFITS OF EVIDENCE

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"1. ________ is what makes effective persuasion

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5 TYPES OF REASONING

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"1. CAUSE & EFFECT _______

Front 247

CAUSE & EFFECT REASONING

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REASONING FROM SIGN

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REASONING FROM ANALOGY

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SPECIFIC-TO-GENERAL REASONING

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REASONING FROM CLASSIFICATION

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(try to get...5)"

Back 252

"1. Quoting nonauthorities

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CUSTOMER SERVICE

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CUSTOMER

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CLIENT

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2 MODELS OF CUSTOMER SERVICE

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OPERATIONS-CENTERED

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CLIENT-CENTERED

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5 CUSTOMER NEEDS

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1. WELCOMING STATEMENTS

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2. SELF-HELP INFORMATION

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3. RESPONSIVENESS TO REQUESTS FOR HELP

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LOCATION AND PARKING

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3 LIMITATIONS AND LIABILITIES OF FREUDIAN THEORY

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"1. Neo-Freudians reject that adult personality is almost entirely formed in first 5-6 yrs

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bon vivant

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epicure: a person devoted to refined sensuous enjoyment (especially good food and drink)

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bon vivant

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"A bon viveur is a person who enjoys the good things of life, especially food. The phrase is derived from the French words for good living though the actual phrase in modern French is bon vivant. The phrase is not derogatory but conveys a sense of overindulgence. ..."

Front 268

Robert Frost

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"""a liberal is a man too broad-minded to take his own side in a quarrel."""

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zeitgeist

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"noun [in sing. ]

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Free Association

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patients describe previously hidden material while saying whatever comes into their minds (p2 into ch3)

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FREUDIAN THEORY OF PERSONALITY

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"1. TOPOGRAPHICAL MODEL

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id

Back 272

"governed by PLEASURE PRINCIPLE which wants immediate satisfaction via REFLEXIVE ACTIONS (seemingly hard-wired, like reflexes). Uses WISH FULFILLMENT via dreams and imagination to temporarily satisfy the need. Stays deep in unconscious and largely focuses on needs based on sex and aggression."

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id

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"governed by PLEASURE PRINCIPLE which wants immediate satisfaction via REFLEXIVE ACTIONS (seemingly hard-wired, like reflexes). Uses WISH FULFILLMENT via dreams and imagination to temporarily satisfy the need. Stays deep in unconscious and largely focuses on needs based on sex and aggression."

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ego

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"Children begin to develop EGO by 2 years of age. governed by REALITY PRINCIPLE which understands and recognizes the limitations imposed by nature and the world around us. Can operate in the conscious, preconscious, or unconscious. Tries to satisfy wants of ID to decrease tension while considering the consequences."

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ego

Back 275

"Children begin to develop EGO by 2 years of age. governed by REALITY PRINCIPLE which understands and recognizes the limitations imposed by nature and the world around us. Can operate in the conscious, preconscious, or unconscious. Tries to satisfy wants of ID to decrease tension while considering the consequences."

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SUPEREGO

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"governed by morals, society's and parent's values/standards (p6 into ch3) ""conscience"

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SUPEREGO

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"governed by morals, society's and parent's values/standards (p6 into ch3) ""conscience"

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LIBIDO

Back 278

life or sexual instinct. behavior to receive pleasure.

Front 279

THANATOS

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"death or aggressive instinct. persistent unconscious wish to die and return to the earth, sometimes expressed in outward aggression (p6 into ch3)"

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7 DEFENSE MECHANISMS

Back 280

"1. REPRESSION

Front 281

PSYCHOSEXUAL STAGES OF DEVELOPMENT

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"Oral stage, Anal stage, Phallic stage, Genital stage"

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NEUROTIC ANXIETY

Back 282

"the vague and stressful feelings that come with the unconscious thoughts bubbling up about incestual relationships, aggression towards loved ones, memories of trauma (p7 into ch 3) and the ego fighting to keep them from entering the consciousness. The means with which the Ego will do this is via DEFENSE MECHANISMS"

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REPRESSION

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"a constant effort on the Ego's part to keep a memory from ever entering the conscious or preconscious so that a person is never again aware of the traumatic memory. Repression takes a great deal of energy and especially for those with more powerful thoughts and impulses, tiring the EGO. A ""stable personality"" will need a strong Ego to deal with this, otherwise it risks being significantly more unstable. (p7 into ch3)"

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REPRESSION

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"a constant effort on the Ego's part to keep a memory from ever entering the conscious or preconscious so that a person is never again aware of the traumatic memory. Repression takes a great deal of energy and especially for those with more powerful thoughts and impulses, tiring the EGO. A ""stable personality"" will need a strong Ego to deal with this, otherwise it risks being significantly more unstable. (p7 into ch3)"

Front 285

SUBLIMINATION

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"Uses activities and socially acceptable actions to channel the threatening unconscious impulses. Instead of being draining, this helps us become more productive. That's why it's thought of as the ONLY SUCCESSFUL DEFENSE MECHANISM. Aggressive urges from the id are expressed, and Ego becomes less burdened with what it has to control. Athletics are the best example of this, it would seem, as there are clear social rewards for playing hard..."

Front 286

SUBLIMINATION

Back 286

"Uses activities and socially acceptable actions to channel the threatening unconscious impulses. Instead of being draining, this helps us become more productive. That's why it's thought of as the ONLY SUCCESSFUL DEFENSE MECHANISM. Aggressive urges from the id are expressed, and Ego becomes less burdened with what it has to control. Athletics are the best example of this, it would seem, as there are clear social rewards for playing hard..."

Front 287

DISPLACEMENT

Back 287

"this is like sublimation because it involves releasing the id, but in a way that won't be beneficial or rewarding. You might displace anger towards someone other than the one you're angry with, or displace the fear of something with the fear of something else perhaps associated with the true thing."

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DENIAL

Back 288

Refusing to accept certain facts. Perhaps acting like friend still around after they're dead. Extreme. The ego resorts to denial

Front 289

DENIAL

Back 289

Refusing to accept certain facts. Perhaps acting like friend still around after they're dead. Extreme. The ego resorts to denial

Front 290

REACTION FORMATION

Back 290

Telling someone you really don't want to hurt their feelings to hide how much you really do. Repeating your love for someone to hide a strong unconscious hatred.

Front 291

REACTION FORMATION

Back 291

Telling someone you really don't want to hurt their feelings to hide how much you really do. Repeating your love for someone to hide a strong unconscious hatred.

Front 292

INTELLECTUALIZATION

Back 292

"Emotional content removed so that we can ""bring previously difficult thoughts into consciousness without anxiety."""

Front 293

INTELLECTUALIZATION

Back 293

"Emotional content removed so that we can ""bring previously difficult thoughts into consciousness without anxiety."""

Front 294

PROJECTION

Back 294

Threatening thoughts are projected onto or attributed to other people.

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PROJECTION

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"Unlike displacement, these are feelings or facts about your own thoughts and behavior that you instead use to characterize everyone else's possible motives and behavior"

Front 296

FIXATION

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"Children who stay in a stage usually stay there because they find it ""excessively satisfying"" and thus are in a state of _____, tying up psychic energy. Leaves less to use in daily operating of normal adult life

Front 297

ORAL STAGE

Back 297

"First 18 months. Everything must go to the mouth. Traumatic weaning or feeding problems can result in fixation and the development of an ORAL PERSONALITY. People are constantly putting their hands up to their mouth, smoking, drinking, etc."

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ORAL STAGE

Back 298

"First 18 months. Everything must go to the mouth. Traumatic weaning or feeding problems can result in fixation and the development of an ORAL PERSONALITY. People are constantly putting their hands up to their mouth, smoking, drinking, etc."

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ANAL STAGE

Back 299

"~ 18 Months. Traumatic toilet training can result in fixation and an ANAL PERSONALITY -- ""orderly, stubborn, or generous depending how the training progressed."" (p10 into ch3) ANAL EXPULSIVE or ANAL RETENTIVE"

Front 300

ANAL STAGE

Back 300

"~ 18 Months. Traumatic toilet training can result in fixation and an ANAL PERSONALITY -- ""orderly, stubborn, or generous depending how the training progressed."" (p10 into ch3)"

Front 301

PHALLIC STAGE

Back 301

"~ Ages 3 to 6. ""Penis or clitoris becomes most erogenous zones."" (p11 into ch3) Towards the end, child goes through OEDIPUS COMPLEX, suddenly sexually attracted to mother. Boys get CASTRATION ANXIETY"

Front 302

PHALLIC STAGE

Back 302

"~ Ages 3 to 6. ""Penis or clitoris becomes most erogenous zones."" (p11 into ch3) Towards the end, child goes through OEDIPUS COMPLEX, suddenly sexually attracted to mother. Boys get CASTRATION ANXIETY"

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CASTRATION ANXIETY

Back 303

"fear of dad discovering thoughts and cutting off their penis. Girls supposedly get PENIS ENVY upon seeing them, feeling inferior and jealous in its absence."

Front 304

Resolving the Oedipus Complex

Back 304

"boys spend time more with fathers, same with girls, but Oedipal desires never fully eliminated, but repressed and may influence future behavior."

Front 305

GENITAL STAGE

Back 305

focused on adult genital regions

Front 306

GENITAL STAGE

Back 306

focused on adult genital regions

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DREAMS

Back 307

made up of MANIFEST CONTENT (what's seen and remembered) and LATENT CONTENT (what's really being said) [p12 into Ch3)

Front 308

PROJECTIVE TESTS

Back 308

"like Roreshach tests, present tester with ambiguous stimuli and see how responses provide insight into how or what the subject ""projects"" himself and his subconscious onto the stimuli."

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FREE ASSOCIATION

Back 309

Letting the ego stop working furiously (momentarily) to see what sort of thoughts come to mind

Front 310

FREUDIAN SLIPS

Back 310

"Saying what's on our mind in context accidentally ""your mind is your *breast* feature"" (p13 into ch3)"

Front 311

HYPNOSIS

Back 311

sort of a half-asleep state where someone has their ego and super ego shut down and the unconscious is free to express itself in conversation.

Front 312

7 Methods of Getting at Unconscious Material

Back 312

"1. Dreams

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TRANSFERENCE

Back 313

may happen where the therapist starts getting the traits of the people or symbols from the patient's memory and free-associating.

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COUNTERTRANSFERENCE

Back 314

happens when the psychoanalyst starts displaces their feelings onto the patient.

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Strengths of Freud's Theory

Back 315

"1. First comprehensive theory of human behavior,

Front 316

Criticisms

Back 316

"1. Not original

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Freud's STRUCTURAL MODEL of personality

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"Model of personality divided into id, ego, and superego"

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Freud's TOPOGRAPHICAL MODEL of Personality

Back 318

"Model is Freud's original divisions of the human personality into conscious, preconscious, and unconscious (p4 into ch3)"

Front 319

CONSCIOUS

Back 319

"the thoughts, information or memories currently being accessed and considered presently. Generally singular or small in number"

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PRECONSCIOUS

Back 320

"thoughts, information, or memories that are readily accessed, without needing to ""dig."" Much larger in content than found in the conscious."

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UNCONSCIOUS

Back 321

"part of our mind with ""no immediate access"" (p5 into ch3) the rest of the iceberg that we only see the tip of in the form of the conscious and preconscious. This is where psychoanalysis gets its most important information. Source of SEX (libido) and AGRESSION (thatanos) urges and memories"

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PERSONALITY (definition)

Back 322

"“consistent behavior patterns and intrapersonal processes originating within the individual.”

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PERSONALITY (definition)

Back 323

"“consistent behavior patterns and intrapersonal processes originating within the individual.”

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6 APPROACHES TO PERSONALITY

Back 324

"1. Pyschoanalytic approach -- unconscious driven

Front 325

STATISTICAL SIGNIFICANCE

Back 325

"… the significance of the finding. P < 0.05 means that 95% of the time this happens it is not random, it is because of the effect. DOES NOT MEAN that they are necessarily CLINICALLY SIGNIFICANT. "

Front 326

CONSTRUCT VALIDITY

Back 326

Is it measuring what i meant to measure

Front 327

CONTENT VALIDITY

Back 327

Is it measuring all the aspects of the issue... all facets of what we’re hypothesizing

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“BEHAVIORAL VALIDATION”

Back 328

"normally referred to as “PREDICTIVE VALIDITY” or “CRITERION VALIDITY” -- E.g. hostility measure should predict how intensely they react... if there’s no correlation at all, then this would be low -- E.g. Sometimes people self-report on what they wish they were instead of what they are... so this would be low"

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(C. Jung) SELF

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"“Psyche” -- Always striving for wholeness, to arrange all parts together to be complete -- Trying to achieve INDIVIDUATION"

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(C. Jung) INDIVIDUATION

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"acknowledging yourself by looking at and accepting all parts and identifying what is absent, or what you’re not"

Front 331

(C. Jung) “LIFE PROCESS ENERGY“

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Mental energy is called _________ like “libido” with Freud

Front 332

ANALYTIC PSYCHOLOGY

Back 332

"C. Jung's personality theories or ""collection of ideas"" that broke off from Freud. Involves the SELF, INDIVIDUATION, ENTROPY, TRANSCENDANCE, EGO, PERSONAL UNCONSCIOUS, COLLECTIVE UNCONSCIOUS, ARCHETYPES, ACTIVE IMAGINATION, RELIGION, "

Front 333

PERSONA ARCHETYPE

Back 333

" “A mask that simulates individuality” -- Jung

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ARCHETYPES

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"A tendency to experience a certain situation the same way because of heriditary, Primordial images. Countless archetypes in our collective unconscious. He believed reason was that we all evolved from the same people. EXAMPLES: the mother, father, god, shadow

Front 335

ANIMA & ANIMUS ARCHETYPE

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"(female and male, respectively) The part of ourselves that usually embodies the part of ourselves that is the opposite gender.

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SHADOW ARCHETYPE (1)

Back 336

"The Dark Side of our personalities...You can not be a well adjusted person without getting in touch with it, because IF WE DON’T, then we project it on to other people, especially onto others of the same sex. The more that you are unable to tolerate the shadow, the more you’re unable to let it into your psyche and the less healthily you will relate to people and the less in touch with reality you will be... Says it comes from a time when all of existence was about surviving and reproducing

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SHADOW ARCHETYPE (2)

Back 337

"Located in both Collective and Personal Consciousness

Front 338

APPLYING JUNGIAN THEORY

Back 338

"Treatment is not necessary to cure

Front 339

GOD ALMIGHTINESS

Back 339

Connecting fully to collective unconscious which can be uncomfortable and overwhelming

Front 340

How PARSIMONIOUS is the theory?

Back 340

"Stingy, smallest number of concepts or assumptions to account for the largest number of phenomena

Front 341

theory accuracy/external validity

Back 341

"not valuable if it can’t describe the world

Front 342

Testing a theory's APPLIED VALUE

Back 342

"theories are expected to help us prevent certain problems or categorize people or something

Front 343

INSIGHT ORIENTED THERAPY

Back 343

Therapy built on the idea that you should come out of it feeling better than when you went into it

Front 344

COMPROMISE FORMATIONS

Back 344

every symptom is a hint as to what’s going on in the subconscious

Front 345

Who's not a good fit for Freud's PSYCHOANALYSIS?

Back 345

"people who:

Front 346

Who's most likely to be helped by Freud's therapy?

Back 346

"YAVIS

Front 347

ALFRED ADLER

Back 347

"First person to break away from Freud, created “INDIVIDUAL PSYCHOLOGY”"

Front 348

ALFRED ADLER (2)

Back 348

"Middle child, one bad math grade and discouraging father made him strive to be the best until he was, formed the SOCIETY FOR FREE PSYCHOANALYTIC RESEARCH"

Front 349

ORGAN INFERIORITY

Back 349

"from some physical way that we are flawed or not as good as other people AND/OR from the way that our family treats us in our early years

Front 350

INDIVIDUAL PSYCHOLOGY

Back 350

"(ADLER) main motive in life is to strive for superiority because we’re full of feelings of inferiority

Front 351

SOCIAL INTEREST (A. Adler)

Back 351

Desire to work with people to benefit society. We all have a drive to contribute to SOCIAL INTEREST rather than a drive to return to die and return to the earth...

Front 352

PAMPERING

Back 352

Overdoing it so that the child doesn’t learn how to do things themselves and the kid doesn’t have a sense of agency

Front 353

NEGLECTING

Back 353

Fearful of everyone and they don’t know how to connect with people on a personal level

Front 354

BAD PARENTING

Back 354

_____ can be “undone” according to ADLER in therapy. Freud only considered how parents affected kids subconscious without exploring effects of different parenting styles

Front 355

BIRTH ORDER THEORIES (A. Adler)

Back 355

"First-born children are excessively pampered because they’re the firstborn

Front 356

ERIK ERIKSON (differences to Freud)

Back 356

"Thought IDENTITY was the key to understanding development

Front 357

ERIK ERIKSON (Similarities to Freud)

Back 357

"1. EGO PSYCHOLOGIST (group of EGO PSYCHOLOGY)

Front 358

EPIGENETIC PRINCIPLE

Back 358

That development occurs in a series of stages that happens in a predetermined order

Front 359

CRISIS (E. Erikson)

Back 359

"The way we resolve each ______ will direct our future development

Front 360

EGO (Erikson vs Freud)

Back 360

"Freud: Ego mediates between id and superego

Front 361

"Erik Erikson (""background baggage"")"

Back 361

"Born out of the result of an affair that his

Front 362

INTERPERSONAL COMMUNICATION (p. 44)

Back 362

"Sending, Receiving, & Interpreting messages between individuals or groups."

Front 363

EXPECTATIONS (p 45)

Front 364

INTERPERSONAL PERCEPTION (p 45)

Front 365

IMMEDIACY COMMUNICATION (p47)

Back 365

Type of communication that involves behaviors that create a sense of closeness and personal identification with the speaker

Front 366

COMMUNICATION CLIMATE (p49)

Back 366

Conditions in an immediate communication context that influence the feeling of acceptance and other emotions regarding the relationship.

Front 367

5 Elements of RELATIONSHIP MAINTENANCE (p 49)

Back 367

"Offering positive support via:

Front 368

AFFINITY-SEEKING COMMUNICATION (p 52)

Front 369

ASSERTIVENESS SKILLS (p 52)

Back 369

Assertiveness: the ability to state your expectations as you work towards achieving goals.

Front 370

**FIVE KEYS TO BETTER ASSERTIVENESS (p 53)

Back 370

"1. Avoid emotional presentations

Front 371

COMMUNICATION IMMEDIACY (p 53)

Back 371

"____ _____ refers to perceived closeness in talking and listening.

Front 372

VERBAL SKILLS (p 55)

Back 372

How well we arrange words in messages and convey vocal emphasis applying them.

Front 373

INCLUSION LANGUAGE (p60)

Back 373

"We, our, us, team, etc..."

Front 374

Lessons from Chapter 3: Managing Interpersonal Communication in the Workplace

Back 374

"- Discuss principles of how relationships are perceived and categorized

Front 375

Pygmalion Effect

Back 375

"Effect stating that your EXPECTATIONS of others form self-fulfilling predictions to how they will respond.

Front 376

INTERPERSONAL ATTRIBUTION (p 45)

Back 376

______ is a mind-map or sorting process is the means with which communicaiton is influenced by INTERPERSONAL PERCEPTIONS

Front 377

Internal Attributions (p46)

Back 377

"_____ _____ explain a person's behavior in terms of his or her character.

Front 378

External Attributions (p46)

Back 378

_____ ______ explain a person's behavior in terms of causes beyond his or her control.

Front 379

Self-attributions (p 46)

Back 379

ACTOR OBSERVER EFFECT & BLIND SPOT BIAS (taken from social psych)

Front 380

FOUR-MINUTE BARRIER

Back 380

The limited time frame in which people form their INTERPERSONAL IMPRESSIONS of others.

Front 381

<2 Minutes of 4-minute barrier

Back 381

When we tentatively fix on a positive or negative attitude toward the communicator

Front 382

>2 Minutes of 4-minute Barrier

Back 382

"When we internally deduce the future direction of the relationship (continue, discontinue interpersonal contact)"

Front 384

Recommendations for IMMEDIACY COMMUNICATION

Back 384

"1. Establish a positive tone early in the communication.

Front 385

(Immediacy Communication) Emphasize positive aspects of the relationship by...(3)

Back 385

"1. finding a common ground

Front 386

Greeting skills (p 47)

Back 386

"shaking hands firmly, keeping eye contact, smiling, keeping alert posture, listening well"

Front 387

SOCIAL EQUITY THEORY

Back 387

Theory suggesting a tendency to evaluate relationships based on reward vs. cost.

Front 388

Social Equity

Back 388

"The ratio between the perceived reward vs. cost for a given relationship.

Front 389

Communication =

Back 389

CONTENT + RELATIONSHIP.

Front 390

ASSURANCE GIVING

Back 390

"- Offering support

Front 391

AFFIRMING COMMUNICATION

Back 391

"- Courteous, patient, forgiving, and ""mindful"" (intentional)

Front 392

NETWORKING

Back 392

Focusing on common friends and including people that others like.

Front 393

SPONTANEITY

Back 393

"- Lively dynamic communication

Front 394

stilted

Back 394

"adjective

Front 395

OPENNESS

Back 395

Being outgoing or relaxed as you encourage others to share their thoughts and ideas as you also respectfully disclose relevant ideas -- ideally without evaluation or judgmental attitudes toward the other person

Front 396

"EXAMPLE: ""X, you're a loudmouth at meetings"""

Back 396

Communicating mostly feelings

Front 397

"EXAMPLE: ""X, you talk like you know everything. Part of the problem is that everything sounds like you stayed up all night rehearsing exactly what to say. That makes me feel like I have nothing to add."""

Back 397

Communicating mostly observations

Front 398

"EXAMPLE: ""X, when in our meetings you may not be aware of how much your voice rises in volume. that can make others and at times, me, uncomfortable when you talk so loudly."""

Back 398

Communicating more behaviors than observations

Front 399

Cushion statements

Back 399

"Dialogue that is less abrupt and more sensitive, using inclusive language and getting the audience to have no argument with listening to what you have to say next, because of how you've introduced it"

Front 400

2 AREAS OF AWARENESS in Interpersonal Communication

Back 400

"1. Awareness of Self

Front 401

JOHARI WINDOW (general)

Back 401

"Table that expresses four quadrants to categorize awareness.

Front 402

JOHARI WINDOW (content)

Back 402

"1. Open Self

Front 403

OPEN SELF

Back 403

"KNOWN to Self

Front 404

BLIND SELF

Back 404

"UNKNOWN to Self

Front 405

HIDDEN SELF

Back 405

"KNOWN to Self

Front 406

UNKNOWN SELF

Back 406

"UNKNOWN to Self

Front 408

Aggressiveness

Back 408

"Overpowering use of force, coercion, physical/verbal abuse as a means of achieving goals"

Front 409

Nonassertiveness

Back 409

The avoidance of communication in reaching goals

Front 410

Advantages of ASSERTIVENESS

Back 410

"1. Provides energy (confidence)

Front 412

Q: WHY AVOID EMOTIONAL PRESENTATIONS?

Back 412

"Because emotional messages are usually not as effective as being assertive. Be factual, clear, direct. Do not cry, pout, use silence or anger."

Front 413

Q: Why deal with one issue at a time?

Back 413

Discussing more than one issue clouds communication and makes resolving the issue more difficult.

Front 414

Q: Why avoid steamrollering?

Back 414

Steamrollering is a manipulative goal-achieving communication strategy

Front 415

Q: Why make I-statements?

Back 415

I-statements refer to and take responsibility for your own feelings and avoid accusing others which reduces their need to be defensive.

Front 416

7 LANGUAGE TRAPS

Back 416

"Bad VERBAL SKILLS.

Front 417

THE TALKING DOWN TRAP

Back 417

"Looks like:

Front 418

THE POWER COMMUNICATION TRAP (looks like) (3/7)

Back 418

"-Interrupting

Front 419

LABELING TRAP

Back 419

"Using labels in language that often conveys negative impressions or stereotypes (sexist, racist... or much more vague)"

Front 421

CRITICAL PRAISE/CRITICISM RATIO

Back 421

"5:1 or higher, in order to maintain a good relationship"

Front 422

POWERFUL LANGUAGE

Back 422

"Eliminate:

Front 423

AVOIDING ALL-NESS STATEMENTS

Back 423

"Do not use:

Front 424

Lessons from Chapter 5: Managing Nonverbal Communication in the Workplace

Back 424

(audio)

Front 425

NON VERBAL COMMUNICATION

Back 425

"Outward expressions of inner mental activities, reflecting unspoken thoughts and feelings."

Front 426

REGULATORY-FIT THEORY

Back 426

Theory regarding the effectiveness of a perceived message when you are matching your nonverbal with an intended communication partner.

Front 427

AFFECTIVE CONTENT

Back 427

Emotions or feelings conveyed and observed often through nonverbal behavior.

Front 428

COGNITIVE CONTENT

Back 428

What the communicators plainly stated.

Front 429

NONVERBAL COMMUNICATIONS (functions)

Back 429

"1. To complement what's said

Front 430

RULES GOVERNING NONVERBAL BEHAVIOR

Back 430

Circumstantial norms for acceptable behavior

Front 431

ELEMENTS OF NONVERBAL COMMUNICATION

Back 431

"1. PERSONAL & ORGANIZATIONAL SPACE

Front 432

9 GOOD USES OF WORKPLACE NONVERBAL COMMUNICATION (4/9)

Back 432

"1. Shake hands

Front 433

Semifixed Space (p88)

Back 433

How organizational cultures use space and organize objects in that space and how that affects employees.

Front 434

4 Categories of Personal Space

Back 434

"1. Intimate (0 - 1.5 ft)

Front 436

ABSTRACT SPEECH REQUIREMENTS

Back 436

"(1) Outlines optional -- may hand them in if they are being used (2) Not poetry, don't want to use big or fancy words (3) think about how to take the simple words and make them tell the story (4)"

Front 437

Denotation

Back 437

Technical meaning

Front 438

Connotation

Back 438

Implied meaning

Front 439

"Turn off... ___, Turn down... ___, Turn in... ___."

Back 439

"Epistrophe, Repetition, Parallel Structure"

Front 440

"It's not... ___, it's ____."

Back 440

Antithesis

Front 441

Hyperbole

Back 441

"Exaggerating phrases like: ""A million times a day"""

Front 442

Step 1 - DELIVERING BAD NEWS

Back 442

ACKNOWLEDGE THE SITUATION

Front 443

Step 2 - DELIVERING BAD NEWS

Back 443

CUSHIONING STATEMENTS

Front 444

Step 3 - DELIVERING BAD NEWS (options)

Back 444

"-Discuss shared history

Front 445

Pros/Cons of Level of Emotional Content in Presentations

Back 445

"PROS: Helps tell stories, helps audience

Front 446

Examples of overdone emotional content

Back 446

"John Baynor, but acknowledged it on 60 minutes as a good way of handling it"

Front 447

Suggestions for handling intensely emotional content

Back 447

"-To say it a few times to an audience (get a few friends to do it in front of to make it easier)

Front 448

[M. North Comment]

Front 449

If it's emotional to the audience...

Back 449

typically then it will also be emotional for you.

Front 450

Most important emotion

Back 450

"[recording] CARING...applies to EVERY communication

Front 451

-If you see that, then hopefully you can get the entire audience to see that"

Back 451

How do you handle a vehemently divided audience?

Front 452

How do you show your audience that you care?

Back 452

"(audio)

Front 453

"CONFLICT MANAGEMENT - basic principles - on all levels (interpersonal, presentation, etc)"

Back 453

"""Strike while the iron is COLD""

Front 454

DETACHMENT

Back 454

"Analyzing the situation after acknowledging and intellectualizing their side, your side. Calm down, remove intense emotionals"

Front 455

I-MESSAGES

Back 455

"1. I feel.... (Use different language relevant to the audience ""Dang that makes me angry!"")

Front 456

"CONFLICT RESOLUTION (2) Keeping your cool in intensely emotional communication (re: right/wrong fights, with sides!)"

Back 456

"DON'T GET STUCK ON THE NEED TO BE RIGHT

Front 457

MIRROR NEURONS

Back 457

"The same neurons fire when

Front 458

Impact of MIRROR NEURONS

Back 458

"Another part of the brain will activate that will simulate revelant things like what will happen next.

Front 459

4 Scales of the Myer's Briggs Personality Scale

Back 459

"1. Where do you get energy?

Front 460

2. How can we use that identification to help us?"

Front 461

Extrovert/Introvert

Back 461

"1. Talk it Out

Front 462

Suggestions for Communicating with Extroverts

Back 462

"(They are: Social and active)

Front 463

Suggestions for Communicating with Introverts

Back 463

"(They are: Private and serious)

Front 464

Extrovert dealing with Introvert (and vice versa)

Back 464

"If you are in the position of being in charge, then it is your responsibility to develop a communicative enviroment that is easy for your client..."

Front 465

Dealing with Introverts (Student comment)

Back 465

"Control the situational stimulation

Front 466

Sensors/Intuitives

Back 466

"1. 68% - Specifics

Front 467

Sensing/Intuition (Myers-Briggs)

Front 468

Thinkers/Feelers

Back 468

"(only place for male/female breakdown)

Front 469

Judgers/Perceivers

Back 469

"Judgers -- hang on to the closure of an already made decision, will not be happy to reopen it, uses PAST tense: looked, compared, evaluated

Front 470

Story @ 1:46

Back 470

"CEO that she sees is really outwardly confident

Front 471

MIDTERM

Back 471

"Written

Front 472

RATIONALIZATION

Back 472

Defense Mechanism: Creating explanations to justify threatening thoughts or actions.

Front 473

Forensic Psych

Back 473

"-not as glamorous as it looks on tv

Front 474

Social Psych doctorate

Back 474

"-not that much easier to get into than clinical psychology

Back 475

"-her bias is that a phd is more rigorous degree than a masters, than a psyD

Back 476

"-social work that has to do with public policy (call kristin!!)

Front 477

More on that in recording"

Back 477

"-the medical education pursuing

Front 478

Getting into programs

Back 478

"-majority want a phd in clinical psychology

Front 479

"entry level in psychology is masters or phd, so how do you get a job in it to get experience"

Back 479

"-Get some applied clinical work/contact

Front 480

Psychology GRE's and Miller analogies test

Back 480

"Even though they predict nothing about your future professional skills or your experience in the

Front 481

Letters of recommendation or GRE scores?

Back 481

"-you absolutely have to have good GRE scores because otherwise they won't even look at the letters

Front 482

Contacting them yourself or

Back 482

"-Don't call them up just to tell them out of the blue that you'd like to work with them and that you're going to apply

Front 483

....you don't necessarily have more appeal when you're paying for the Phd program yourself...

Front 484

what program would you send someone to if they wanted to specialize in eating disorders

Front 486

DISPOSITION(s) (p162)

Back 486

"An individual's consistencies across time and settings in a specific type of feeling, thought, +/or action which make them different from others (p 194)"

Front 487

SELF-ESTEEM (p163)

Back 487

A term used to represent people's judgements of their own worthiness; how well they think of themselves.

Front 488

AVOIDANCE STRATEGIES

Front 489

CATHARSIS

Front 490

COPING STRATEGIES

Front 491

EMOTION-FOCUSED STRATEGIES

Front 492

PROBLEM-FOCUSED STRATEGIES

Front 493

ANIMA/ANIMUS

Front 494

ARCHETYPES

Front 495

COLLECTIVE UNCONSCIOUS

Front 496

PERSONAL NARRATIVES

Front 497

PRIMORDIAL IMAGES

Front 498

SHADOW

Front 499

STRIVING FOR SUPERIORITY

Front 500

ABSORPTION

Back 500

Personality trait regarding the extent to which someone has the ability to become highly involved in sensory and imaginative experiences. They're open to new experiences and prone to fantasies and daydreams.

Front 501

CATHARSIS

Front 502

NEODISSOCIATION THEORY

Back 502

"Deeply hypnotized people experience division of conscious, one part in altered state, one part remains aware.

Front 503

COLLECTIVIST CULTURE

Front 504

INDIVIDUALISTIC CULTURE

Front 505

PERSONALITY

Front 506

BEHAVIORAL VALIDATION

Back 506

The extent to which test scores accurately predict relevant behavior.

Front 507

CASE STUDY METHOD

Back 507

"(+) Illustrating treatment

Front 508

CONGRUENT VALIDITY

Back 508

"aka ""CONVERGENT VALIDITY""

Front 509

CONSTRUCT VALIDITY

Back 509

Does it measure all facets of what it is trying to measure

Front 510

CORRELATION COEFFICIENT

Front 511

DEPENDENT VARIABLE

Back 511

measured by the investigator and used to compare experimental groups

Front 512

DISCRIMINANT VALIDITY

Back 512

The extent to which a test score does NOT correlate with the scores of theoretically UNRELATED measures.

Front 513

FACE VALIDITY

Back 513

"The extent to which, on the surface, the test appears to measure what it is intended to measure"

Front 514

HYPOTHESIS RELIABILITY

Front 515

INDEPENDENT VARIABLE

Front 516

INTERNAL CONSISTENCY

Front 517

MANIPULATED INDEPENDENT VARIABLE

Front 518

(or SUBJECT VARIABLE)"

Back 518

"Variable that exists without the subject's intervention

Front 519

STATISTICAL SIGNIFICANCE

Front 520

THEORY

Front 521

VALIDITY

Front 522

COGNITIVE DISSONANCE

Front 523

""start exercising consistantly"""

Front 524

CONSONANT COGNITIONS

Back 524

"When you act in accordance with your values.

Front 525

DISSONANT COGNITION

Back 525

"Creates tension because beliefs do not align.

Front 526

Reducing dissonance and moving to consonance (26:32

Back 526

"-most commonly... people will change the cognition that's connected with their thinking instead of the cognition that's connected with their behavior

Front 527

(Stages of change model) not in book

Back 527

"when people talk about changing their behavior...

Front 528

"

Back 528

"""Sleep's important!""

Front 529

INDUCED COMPLIANCE PARADIGM

Back 529

"A good heuristic: induced compliance, getting someone to do what you want them to do...even if it's against their attitudes

Front 530

THE EFFORT-JUSTIFICATION PARADIGM

Back 530

"when you feel dissonance and get uncomfortable after putting a lot of effort in and feeling like it was all for nothing...

Front 531

FREE CHOICE PARADIGM

Back 531

"Basically, you give people a choice between two things....

Front 533

SPREADING OF THE ALTERNATIVES

Back 533

helps them spread the dille

Front 534

HYPOCRISY PARADIGM

Back 534

"Arise dissonance by making someone act in a way that is or supports something socially desireable and then makes them feel bad for not having done it before.

Front 535

[consider things that you don't want to change your mind about soemthing instead of your behavior]

Front 536

SELF-PERCEPTION THEORY

Back 536

"according to this, when there's dissonance, there isn't a negative arousal, it's that we're all motivated to have beliefs that are consistent with our behavior.

Front 537

IMPRESSION MANAGEMENT THEORY

Back 537

Even if other people are not ...

Front 538

SELF-AFFIRMATION THEORY

Back 538

try to be the

Front 539

COGNITIVE DISSONANCE THEORY

Back 539

"As it stands, young science, but the most comprehensive theory that we've got out there"

Front 540

***COGNITIVE RESPONSE THEORY (neat)

Back 540

"the impact of a message on an attitude depends on how it makes them feel, AND what you're doing at the time you get it

Front 541

Advertising and it's terms

Back 541

"HARD SELL: they're giving you the facts

Back 542

"Relies on heuristics, attitude changes because of queues

Front 543

SYSTEMATIC-HEURISTIC MODEL

Back 543

"certain conditions that dictate when and whether you will be persuaded

Front 544

ELABORATION _____ MODEL

Back 544

what are the conditions under which they will think very carefully about something vs. what are the ... that they will not?

Front 545

CENTRAL ROUTE OF PERSUASION

Back 545

"Persuasion occurs when there's careful analysis of the information

Front 546

____ model

Back 546

"if you have cognitive style where you analyze things carefully and you're good at it, you'll activate more of a CENTRAL PROCESSING ROUTE, if the other way, PERIPHERAL PROCESSING ROUTE (could just be because, I don't feel like thinking very hard today!) So you can sort of control which route gets activated and which one"

Front 547

**PROTECTION MOTIVATION THEORY

Back 547

"how threatening messages can influence attitudes and behavior

Front 548

Persuasion.... implications for PROPAGANDA

Back 548

"deliberately biased presentation of an idea in an attempt that's set to convince you without the complete facts.

Front 549

CULTS (destructive)

Back 549

"Tactics that cults might use...categorically similar to what everybody might use, but performed at extreme intensities

Front 550

Cults (cont.)

Back 550

"Studies will happen where researchers will join cults to explore what happens...

Front 551

CULT formation tactics (cont.)

Back 551

"-""Foot in the door"" technique (get them to agree to something small and then you can develop the behavior further until they'll agree to kill themselves or give up everything they own and join)

Front 552

Cult tactics (cont.)

Back 552

"-DENIAL OF PRIVACY

Front 553

RESISTING PERSUASION

Back 553

"-INOCULATION THEORY

Front 554

"GO OVER IN YOUR BOOK: Take a look at the part about research DESIGNS and the difference between a case study, a correlational study, and an experiment. Ascending levels of scientific rigor"

Back 554

"GO OVER IN YOUR BOOK: Take a look at the part about research DESIGNS and the difference between a case study, a correlational study, and an experiment. Ascending levels of scientific rigor"

Front 555

E. ERIKSON

Front 556

KAREN HORNEY (main theories)

Front 557

CARL JUNG (central basis of theories)

Front 558

JUNG vs FREUD on dreams

Front 559

NEO-FREUDIANS v. FREUD

Back 559

"KEPT:

Front 560

Limits and liabilities of Freudian theory

Back 560

"1. adult personality being almost entirely formed by 5 or 6

Front 561

ADLER v. FREUD on motivation

Back 561

"Freud: described in terms of sexual and aggressive themes

Front 562

INFERIORITY COMPLEX (Adler)

Back 562

excessive feelings of inferiority = helplessness instead of an upward drive

Front 563

"ADLER v. FREUD (on highly successful business people, and Adler's extra ingredient for mental health)"

Back 563

"Adler: expresion of superiority striving... only effective in contributing to mental health with expressed SOCIAL INTEREST

Front 564

ERIKSON (life stages)

Back 564

"Infancy

Front 565

ADLER (known for...)

Back 565

"1. Striving for superiority

Front 566

JUNG (known for...)

Back 566

"""analytic psychology""

Front 567

hypnotic responsiveness

Front 568

sociocognitive theories of hypnosis

Front 569

"

Front 570

DEFENSIVE STYLE

Back 570

A given person's tendency to favor certain defense mechanisms

Front 571

DEFENSE MECHANISMS (identification and measurement)

Back 571

1. Projective tests (TAT and others)

Front 572

IDENTIFICATION (as a defense mechanism)

Back 572

"associating yourself with powerful or successful individuals.

Front 573

(Freud's version: ORAL STAGE)"

Back 573

"TRUST VS. MISTRUST

Front 574

"

Back 574

"Crisis: AUTONOMY VS. SHAME & DOUBT

Front 575

"EARLY CHILDHOOD (Erikson's life stage, crisis, theme, and Freud's correlated stage)"

Back 575

"Crisis: INITIATIVE VS. GUILT

Front 576

ELEMENTARY SCHOOL AGE (Erikson's life stage)

Back 576

"Crisis: INDUSTRY VS. INFERIORITY

Front 577

"**ADOLESCENCE (Erikson's life stage, crisis, theme, and Freud's correlated stage)"

Back 577

"Most important stage in identity development

Front 578

"YOUNG ADULTHOOD (Erikson's life stage, crisis, theme, and Freud's correlated stage)"

Back 578

"intimacy vs. isolation

Front 579

"ADULTHOOD (Erikson's life stage, crisis, theme, and Freud's correlated stage)"

Back 579

"generativity vs. stagnation

Front 580

"OLD AGE (Erikson's life stage, crisis, theme, and Freud's correlated stage)"

Back 580

"Crisis: EGO INTEGRITY VS. DISPAIR

Front 581

ERIKSON (therapist-client dynamic)

Back 581

"Like: Adler and Jung

Front 582

ERIKSON (on dreams)

Back 582

"DREAMS: felt they were important to look at in ways consistent with his theory: focusing on IDENTITY. Says they're a way of enhancing and preserving our identities

Front 583

TYRANNY OF THE SHOULD'S (Horney)

Back 583

"-If you're not perfect, you're terrible

Front 584

Neuroses (Horney)

Back 584

"-When we have anxiety, we use defense mechanisms, but they cause problems with us in our relationships with other people, caused by pathological relationships with our parents"

Front 585

"3 Interaction Styles (or ""Neurotic Trends"") (Horney)"

Front 586

MOVING TOWARDS PEOPLE

Back 586

"Compulsively and indiscriminantly couple up or hookup with people because any relationship is better than being alone... and thus their not capable of generating real genuine love...

Front 587

"MOVING AGAINST PEOPLE (Aggressive Style, Horney)"

Back 587

"Feeling very inadequate and using aggression to stay ""on top"" achieving short term rewards. These people are engaging in a defense mechanism that Horney calls EXTERNALIZATION like Freud's mechanism of PROJECTION.

Front 588

"MOVING AWAY FROM PEOPLE (Detached Style, Horney)"

Back 588

"Strong desire for privacy, because they have a sense that if they develop an emotional attachment then they will experience previous intense pain from a close and emotional relationship."

Front 589

Personality: (Low Self-monitoring --- High Self-monitoring)

Back 589

"Low S-M: Act the same way no matter what the situation calls for.

Front 590

Situational Factors (strong -- weak)

Back 590

"Strong – very structured, many cues

Front 591

Theory

Back 591

A body of principles governing study or practice within a discipline.

Front 592

"

Back 592

"•Provides a way of explaining things

Front 593

"

Back 593

"•Comprehensiveness

Front 594

Statistical Significance

Back 594

"•A statistically significant result is one that has a low probability of occurring by chance alone.

Front 595

"

Back 595

"•The consistency of a measure

Front 596

"

Back 596

"•Measurement instrument

Front 597

**SEVEN kinds of validity

Back 597

"•Construct - measures the thing it is supposed to measure

Front 598

•Discriminant/divergent - not correlated with theoretically unrelated tests

Front 599

3 Keys to Hypnotic Responsiveness:

Back 599

"1) Attitude

Front 600

1.What function do all defense mechanisms serve?

Front 601

Describe three types of defense mechanisms that Freud identified. Give an example of each – not an example that was presented in the lecture.

Back 601

"1. REPRESSION

Front 602

2. Explain the differences and similarities between the defense mechanisms of displacement and sublimation.

Front 603

3.

Back 603

Marcia built upon Erikson’s work by describing 4 different “identity statuses.” List and briefly describe each one of these “identity statuses.”

Front 604

3.

Back 604

Marcia built upon Erikson’s work by describing 4 different “identity statuses.” List and briefly describe each one of these “identity statuses.”

Front 605

Can you think of someone who is in each category and write a bit of a description of him or her? You may make up a description for someone if you don’t know anyone who would fit into one or more of the 4 categories.

Front 606

"4.

Back 606

Summarize and compare Freud’s, Jung’s, and Fromm’s views of religion; how do they differ?"

Front 607

5.

Back 607

What is Freud’s theory of humor? Summarize it.

Front 608

•

Back 608

Discuss one study (from the book) that has tested it and the implications of the findings. (You only need to provide the overall gist of the study – not the small details).

Front 609

"•

Back 609

What is an alternative theory, discussed in class and in the book, of why things are funny to us??"

Front 610

"6.

Back 610

Describe the differences and similarities between Adler, Freud, and Jung’s ideas about dreams (e.g., what they represent, where they come from/what causes them, how they are best used in therapy)."

Front 611

"7.

Back 611

According to Freud, what is the main goal of psychoanalysis? Why do we want to achieve this goal, and what are some of the techniques we use to achieve it?"

Front 612

8.

Back 612

Describe some of the criticisms of Freud’s theories. Do you think these arguments are valid? Why or why not? What are some of the merits of Freud’s theories?

Front 613

"9.

Back 613

Give a brief overall summary of Freud’s theory of psychosexual development – give the general overall idea of development in addition to describing (in detail) each of the stages of psychosexual development, in order, giving:"

Front 614

•

Back 614

what the main issues of each stage are, and

Front 615

•

Back 615

an example of a fixation at each stage.

Front 616

•

Back 616

Include in your description which psychological structures emerge/form at which stage, and how this happens, according to Freud."

Front 617

"10.

Back 617

Compare and contrast Erik Erikson’s theory with Freud’s. Be sure to summarize the central focus and main components of the Erikson’s theory and describe how it is different from Freud’s, as well as similar to it. Discuss Erikson’s contribution to psychoanalytic theory and identify the main points of his approach, including a definition of identity crisis and Erikson’s conception of the ego. List the stages of personality development according to Erikson’s theory and for each stage give an example of the basic crisis involved. "

Front 618

"11.

Back 618

Discuss Horney’s contribution to psychoanalytic theory and identify the specific criticisms she made of Freud’s original theory. Explain Horney’s conception of neurosis and how it develops, and discuss three general social interaction styles that neurotic people adopt – how is their use of these styles different than that of non-neurotic people?"

Front 619

Parenting Styles (Adler)

Front 620

Birth Order (Adler)

Front 621

Variations on Adler's birth order theory

Front 622

Humanistic (horney)

Back 622

Everyone is special and has a unique set of potentials (real self) that will flourish under wise parental guidance

Front 623

Neurosis = (horney)

Back 623

Anxiety prompts use of defense mechanisms that drive people away in one way or another

Front 624

Horney disagrees with freud

Back 624

"•

Front 625

•

Back 625

Adults are not condemned to neurotically repeat learned behavior

Front 626

•

Back 626

Felt many gender differences were culturally determined – Major difference!

Front 627

•

Back 627

Assumption in our culture that men are superior

Front 628

•

Back 628

Disagreed with root of penis envy;

Front 629

•

Back 629

Proposed that women envy power, not penises

Front 630

•

Back 630

Posited womb envy

Front 631

Coping strategies

Back 631

"Active vs. Avoidance

Back 632

Repression vs. sensitization

Back 633

Gender differences

Front 634

Attachment styles

Back 634

"Harlow – Cloth and wire mothers

Front 637

•

Back 637

Secure

Front 638

•

Back 638

Anxious-ambivalent

Front 639

•

Back 639

Avoidant

Front 640

SELF-CONCEPT (p164)

Back 640

"_____ refers to All your memories, ideas, thoughts about yourself (everything about you and the kitchen sink)"

Front 641

IDENTITY (p164)

Back 641

_____ refers to the characteristics that someone think define them and make up their most important qualities (p 194)

Front 642

SPONTANEOUS SELF-CONCEPT (p165)

Back 642

____ ___-____ refers to those aspects of the identity that are in concscious awareness at a given instant.

Front 643

SOCIAL IDENTITY THEORY (p167)

Back 643

Theory that proposes that people want to maintain a positive social (group) identity; can be achieved via the perception that groups to which they belong are superior to other groups

Front 644

MINIMAL GROUP STUDIES or PARADIGM (p168)

Back 644

"Assign participants to arbirary and meaningless groups, show participants treat ingroup members more favorably than outgroup members"

Front 645

OPTIMAL DISTINCTIVENESS THEORY (p168)

Back 645

Theory that proposes that individuals want a balance between similarity to other people and separateness from other people.

Front 646

NARCISSISM (p175)

Front 647

THREATENED EGOTISM (p175)

Front 648

SECURE HIGH SELF-ESTEEM (p176)

Front 649

DEFENSIVE HIGH SELF-ESTEEM (p176)

Front 650

PARENTAL INVESTMENT HYPOTHESIS (p181)

Front 651

SELF-MONITORING (HIGH vs LOW) (p182)

Front 652

NEED FOR COGNITION (p184)

Back 652

Varying degrees of desire to seek cognitive challenges on a daily basis

Front 653

ACHIEVEMENT MOTIVATION (p186)

Back 653

The extent to which you are positively or negatively aroused when you are in performance situations (High or Low)

Front 654

UNCERTAINTY ORIENTATION (p188)

Front 655

TAT (THEMATIC APPERCEPTION TEST) (p186)

Front 656

DISPOSITIONAL OPTIMISM (p190)

Front 657

(p190)"

Front 658

(p188)"

Front 659

DISTINCTIVENESS (2/23)

Back 659

"-Like social comparison, we are more likely to notice and be noticed for our more unique characteristics

Front 661

SELF-ESTEEM

Back 661

"-A disposition about ourselves that may reflect on to other people (E.g. someone being hard on others, because they’re so hard on themselves)

Front 662

Effects of Self Esteem on Goals

Back 662

"SELF-ESTEEM is a very effective counter to an overactive behavioral inhibition system

Front 663

BEHAVIORAL INHIBITION SYSTEM

Back 663

"When something in you says “Stop doing that, I don’t want to be doing that!”

Front 664

BEHAVIORAL ACTIVATION SYSTEM

Back 664

“I want that...”

Front 665

"

Back 665

"Our need to VERIFY our SELF-CONCEPT

Front 666

Where does Self Esteem come from?

Back 666

"(1) Parents: internalize feedback that they gave us

Front 667

High correlates to higher self esteem

Back 667

"1. Using relationships to cope with relatively difficult times

Front 668

NARCISSISM

Back 668

"-narcissists are actual exhibiting defensive and reactionary behavior that’s really easy to knock down

Front 669

GENDER

Back 669

"The first human characteristic categorization that children are taught

Front 670

GENDER (re: real and imaginary differences)

Back 670

"Men tend to exhibit more homicidal behavior

Front 671

~~@ [43:00] missed some things

Front 672

PARENTAL INVESTMENT THEORY

Back 672

"Men might look for attractiveness

Front 673

SELF MONITORING

Back 673

"The extent to which people rely on internal and external cues to monitor our behavior.

Front 674

INTERNAL Self Monitoring

Back 674

you will guide your behavior based on your own convictions and ideas of what is important (more likely to be low self-monitoring)

Front 675

EXTERNAL Self Monitoring

Back 675

You will guide your behavior based on other people and social norms (more likely to be high self-monitoring)

Front 676

"In DATING, people who are HIGH SELF-MONITORS"

Back 676

will put more emphasis on people’s looks and appearance

Front 677

"In DATING, people who are LOW SELF-MONITORS..."

Back 677

will put more emphasis on personality

Front 678

High Achievement Motivation

Back 678

you are pumped to perform

Front 679

Low Achievement Motivation

Back 679

You are bummed to perform

Front 680

"

Back 680

They will focus less on work and will want to focus on having fun.

Front 681

IF YOU PRIME a HIGH achievement motivated person FOR ACHIEVEMENT

Back 681

They will focus less on fun and will want to focus on having work

Front 682

SOCIAL LOPING re: Low achievement motivation people

Back 682

"Low achievement motivation people will not work hard unless they think someone was watching them

Front 683

SOCIAL LOPING (as book suggests and new research's exception)

Back 683

"When you’re in a group and you all have a task to do one or more people are slacking off and not pulling their weight

Front 684

SOCIAL LOPING re: High achievement movitation people

Back 684

High achievement motivation people will work hard regardless of whether or not someone is watching

Front 685

ATTITUDES

Back 685

"Thoughts, feelings, and behavior

Front 686

EXPLICIT & IMPLICIT ATTITUDES

Back 686

"Can affect one another over time

Front 687

EXPLICIT ATTITUDE

Back 687

The attitude that we share when we’re asked a question like “do you think both men and women should be treated equally?” by responding with “sure sure yes I do definitely”

Front 688

IMPLICIT ATTITUDE

Back 688

"Something that we may not be aware of

Front 689

WHY we evaluate things to form attitudes?

Back 689

"1. OBJECT APPRAISAL (to quickly interpret how we should feel about saber-tooths)

Front 690

HOW do attitudes form in the first place? (

Back 690

"1. How they make us feel... will like them more when make us feel good and vice versa

Front 691

EVALUATIVE CONDITIONING (attitudes)

Back 691

"Creating an attitude about something based on associations that thing has to other things (breakup song, etc)"

Front 692

SECOND-ORDER SPREADING

Back 692

"Really good feelings about a person will create positive feelings for the people associated with that person, and vice versa for bad feelings"

Front 693

"

Back 693

"The more exposure we get to someone or something, the more we will like them or it."

Front 694

ATTITUDE HERITABILITY

Back 694

"Inherited TRAITS lead you to have certain similar experiences as your parents, forming similar attitudes about it (E.g. helping people, volunteer work)"

Front 695

PARENTAL SOCIALIZATION

Back 695

"-Parents tell us a lot of what it means to be a good person in the world

Front 696

JEER PRESSURE

Back 696

"Conformity that’s induced by seeing someone else ridiculed

Front 697

"

Back 697

"1. When an attitude is strong, you’re more likely to act on it

Front 698

HOSTILE MEDIA PHENOMENON

Back 698

"-We get hostile moods

Front 699

"

Back 699

Influenced by larger population's beliefs re: that behavior

Front 700

"

Back 700

"Personal beliefs and larger populations beliefs combine to form a ____ ______.

Front 701

THEORY OF REASONED ACTION

Back 701

"Basis in the belief that we are all acting for rational reasons