Chapter 13 Personality

Front 1

Topographical Model of the mind

Back 1

conscious
preconscious
uncounscious

Front 2

conscious

Back 2

holds what you're currently aware of

Front 3

preconscious

Back 3

represents ordinary memory, currently outside awareness, can can easily be brought to awareness

Front 4

unconscious

Back 4

most important pat, according to Freud, not directly accessible to awareness, storehouse for unacceptable urges, feelings, wishes and ideas, the urges, etc, exert a continuing influence on later actions and unconscious experience

Front 5

3 components of personality

Back 5

id
ego
superego

Front 6

id

Back 6

only component present at birth, contains basic drives to survive, reproduce and act aggressively, operates completely in the unconscious,

Front 7

pleasure principle

Back 7

all needs should be satisfied immediately

Front 8

the ego

Back 8

makes sure the id's impulses are expressed in effective and realistic ways, taking into account the demands of the external world, functions mainly in the conscious and preconscious

Front 9

reality principle

Back 9

behavior must take into account the state of the external world in addition to the needs and urges arising from within

Front 10

The superego

Back 10

last component of personality to develop, represents our values or conscience, tells us how we should behave, forces ego to consider the ideal not just the real world, strives for perfection, judges our actions, behave well=feelings of pride, behave badly=feelings of guilt, ego mediates between the impulsive demands of the id and the idealistic demands of the superego

Front 11

psychosexual stages

Back 11

oral, anal, phallic, latency, genital

Front 12

erogenous zones

Back 12

pleasure sensitive areas of the body where id focuses pleasure seeking energies

Front 13

Oral Stage

Back 13

mouth is source of tension reduction (eating) and pleasurable sensations (tasting, licking, sucking)
basic conflict is weaning
0-18 months

Front 14

Anal Stage

Back 14

major event is toilet training, child must learn that there is an appropriate time and place for everything, coping with demands for control 18-36 months

Front 15

Phallic stage

Back 15

pleasure zone in in genitals, coping with the incestuous sexual feelings
Oedipus (Electra) complex-children develop unconscious sexual desires for their opposite sex parent, children develop hostility, jealousy and hatred toward same-sex parent due to competition over affection of other parent 3-6 years

Front 16

Castration anxiety

Back 16

competitiveness/jealousy can become so extreme that he wants father out of family, boy is afraid that father will retaliate by castrating him, boy buries sexual desires for mother in unconscious, and identify with father, identifying with father gives boy feeling of protection (father less likely to harm him)
identifying with father gives boy symbolic access to mother through father

Front 17

Latency Stage

Back 17

lessening of sexual and aggressive urges, children turn to other pursuits, often intellectual or social in nature, time of broadening experience, rather than confronting new conflicts 6-puberty

Front 18

Genital Stage

Back 18

earlier attachments were narcissistic, in the stage there is a desire to share mutual sexual gratification with someone else, person becomes capable of loving others not only for selfish reasons, but also altruistic reasons

Front 19

Fixation

Back 19

if a conflict not well resolved, pleasure seeking energies become permanently focused in this stage, results in predominance of attitudes and interests that characterize that stage, occurs because a person who is overindulged in a stage may be reluctant to leave it and move on, a person whose needs are deeply frustrated CAN'T move on completely until the needs are met

Front 20

defense mechanisms

Back 20

tactics that the ego develops to help it deal with anxiety

Front 21

repression

Back 21

the process of keeping anxiety-inducing thoughts, feelings and memories out of consciousness, particularly unacceptable id impulses
ego restrains the unacceptable impulse from being expressed

Front 22

regression

Back 22

when anxiety causes people to use coping strategies that reflect the stages in which they are fixated, the stronger a fixation, the more likely the person is to regress under stress to the mode of functioning that characterizes that stage, represents a return to a way of relating to the world that was previously very effective

Front 23

reaction formation

Back 23

to guard against the release of an unacceptable impulse, we emphasize the opposite of that impulse

Front 24

projection

Back 24

anxiety is reduced by attributing your own unacceptable impulses, wishes and desires to someone else, provides a way to hide your knowledge of an unacceptable aspect of yourself while still expressing the unacceptable quality

Front 25

displacement

Back 25

shifting an impulse from one target to another target that is psychologically more acceptable (less threatening) than the one that aroused the feelings, substituting a less threatening target for the original one reduces anxiety

Front 26

Projective tests

Back 26

present an ambiguous stimulus, test taker describes or tells a story about it, the stimulus has no significance in itself, so any meaning people read into it is a projection of their interests and conflicts

Front 27

Thematic apperception test

Back 27

series of ambiguous pictures are presented, subject is asked to write a story about each picture, story should describe what's happening in the picture, the characters' thoughts and feelings, the relationships among the characters and the outcome of the situation, subject should identify with the main character of the picture and the feelings, thoughts and actions attributed to that character should reflect the subject's own feelings about himself or herself

Front 28

Rorshach Inkblot Test

Back 28

subject views a set of 10 inkblots and tells the examiner what she sees, what the subject sees in the inkblots reflects their inner feelings and conflicts, subject describes what she sees in each inkblot as a whole, or in any part of it, after the subject reacts to each inkblot, the examiner asks for an explanation of the subject's response by asking questions

Front 29

Humanistic Perspective

Back 29

developed as a reaction to the negative view that human nature is at the mercy of unconscious force and conflicts between id, ego and superego, Maslow focused on healthy, well-adjusted people and on the ways they strive for self-determination and self-realization

Front 30

self actualization

Back 30

the process of fulfilling our potential

Front 31

genuine

Back 31

being open and honest about their own feelings

Front 32

accepting

Back 32

giving us unconditional positive regard, showing us acceptance, warmth, respect and love even though they know out shortcomings

Front 33

empathic

Back 33

being understanding and sharing in our feelings

Front 34

Trait perspective

Back 34

more concerned with describing personality than explaining it, describe personality in terms of traits (stable behavior patterns or a predisposition to feel or act in certain ways)

Front 35

Hans and Sybil Eyesenck

Back 35

personality characteristics reduced down to 2 dimensions, extraversion/introversion and emotional stability/instability

Front 36

Personality Inventories

Back 36

long questionnaires covering a wide range of feelings and behaviors, designed to assess several traits at once,

Front 37

Minnesota Multiphasic Personality Inventory (MMPI)

Back 37

true false items, measuring abnormality in personality, self descriptive statements, true/false, basic clinical scales and validity scales

Front 38

Big Five Factors

Back 38

Conscientiousness, agreeableness, neuroticism, openness, extraversion

Front 39

Conscientiousness

Back 39

the way in which we control and direct our impulses, low conscientiousness: colorful, fun to be around, can be considered flaky
high conscientiousness: avoid trouble, successful through planning/persistence, can be compulsive pefectionists, workaholics or stuffy and boring

Front 40

Agreeableness

Back 40

reflects a person's concern with cooperation and social harmony
high agreeableness: considerate, friendly, generous, helpful, willing to compromise, optimistic view of human nature
low agreeableness: unconcerned with others' well being, unlikely to help others, suspicious, unfriendly, uncooperative

Front 41

Neuroticism

Back 41

tendency to experience negative feelings
high neuroticism: anxious, angry, depressed, respons overly emotionally, bad mood, difficulty thinking clearly, making decisions, and coping with stress
low neuroticism: calm, emotionally stable

Front 42

Openess

Back 42

openness to experience
high openness: intellectually curious, appreciative of art, sensitive to beauty, aware of their feelings, imaginative, noncomformist
low openness: narrow/common interests, prefer plain/straightforward/obvious things, prefer familiar things, conservative

Front 43

Extraversion

Back 43

the degree to which a person engages the outside world
high extraversion: full of energy, positive emotions, enthusiastic, action-oriented, like to talk, assert themsleves, draw attention to themselves
low extraversion: lack energy, lower activiy levels, quiet. low key, deliverate, disengaged from social world

Front 44

social congnitive perspective

Back 44

emphasizes the interaction of people and their situations, learn many of our behaviors through conditioning or by observing others and modeling our behavior after theirs, what we think about our situations affects our behavior

Front 45

reciprocal determininsm

Back 45

the interacting influences between our congnition, behavior, and environmental factors

Front 46

personal control

Back 46

our sense of controlling our environment rather than feeling hepless

Front 47

internal locus of control

Back 47

perception that one controls one's own fate

Front 48

external locus of control

Back 48

perception that chance or outside forces beyond one's personal control determine one's fate