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59 Cards in this Set
- Front
- Back
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Identity: Hierarchy of salience |
we let the situation dictate which identity holds the most importance for us at any given moment |
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self concept |
who we are |
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identity |
the individual components of our self concept related to the groups to which we belong |
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self discrepancy theory |
each of us has three selves |
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actual self |
the way we see ourselves as currently are |
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ideal self |
the person we would like to be |
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ought self |
our representation of the way others think we should be |
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self esteem |
high self esteem results when the actual, ideal, and ought selves are in allignment |
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self-efficacy |
our belief in our ability to succeed |
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locus of control |
the way we characterize the influences in our lives people with internal: view themselves as controlling their own fates people with external: feel that the events in their lives are controlled by luck or outside influences |
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Freud (theory of development?) |
psychosexual (human psychology and sexuality are linked) |
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5 stages of psychosexual development |
1. oral 2. anal 3. phallic 4. latency 5. genital |
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fixation |
occurs when a child is overindulged or overly frustrated during a stage of development. A personality pattern is formed related to that stage and this leads to a neurosis. |
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oral stage |
0 to 1 year. Gratification is obtained by putting items in mouth/ biting. An orally fixated adult would exhibit dependency |
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anal stage |
1 to 3 years. gratification is obtained through elimination and retention of waste materials. Fixation would lead to anal retentiveness or sloppiness |
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phallic or Oedipal stage |
3 to 5 years male child envies father's relationship with his mother and fears castration at his father's hands. He wishes to eliminate his father and posses his mother, but the child feels guilty. To resolve it he identifies with his father, establishes his sexual identity and internalizes morals. |
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Latency |
after the Oedipal stage the libido is sublimated and goes into dormancy until puberty |
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genital stage |
beginning of puberty and lasting through adulthood. If prior development was successful person will enter into a heterosexual relationship at this point. |
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Erikson (theory of development?) |
psychosocial |
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trust vs mistrust |
0 to 1 year if resolved fully, the child will come to trust his environment as well as himself. If not he will be suspicious of the world |
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autonomy vs shame and doubt |
1 to 3 years good outcome: feeling able to exert control over the world and to exercise choice as well as self-restraint. bad: sense of doubt and an external locus of control |
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initiative vs guilt |
3 to 6 good: sense of purpose, can initiate activities and enjoy acomplishments bad:will be overcome by fear of punishment and will unduly restrict himself or may show off |
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industry vs inferiority |
6 to 12 good: child will feel competent, can exercise abilities and intel. and can affect the world in the way they desire bad: feels inadequate, low self-esteem |
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identity vs role confusion |
12 to 12 good: fidelity, the ability to see oneself as a unique and integrated person with loyalties
Bad: confusion about one's identity, and amorphous personality |
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intimacy vs isolation |
20-40 good: intimate relationship with other, can commit to another person and one's goals bad: avoidance of commitment, alienation, and distancing of oneself from others and one's ideals. |
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generativity vs stagnation |
40 to 65 good: capable of being productiv, caring, and contributing to society bad: stagnation and self indulgent, bored, and self-centered |
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integrity vs despair |
above 65 years good: wisdom, acceptance that one's life has been worthwhile despair: bitterness about one's life, life has been worthless, fear of one's death |
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Kolhberg |
moral reasoning |
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preconventional morality |
preadolescence 1: obedience (avoiding punishment) 2. self- interest (gaining rewards) |
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conventional morality |
3. conformity (seeks approval of others) 4. law and order (maintain social order in highest regard) |
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postconventional morality |
5. social contrast ( views moral rules as conventions that are designed to ensure the greater good with reasoning focused on individual rights. 6. universal human ethics: decision should be made in consideration of abstract principles. |
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Vygotsky |
Cultural and biosocial development |
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zone of proximal development |
Vygotsky refers to skills that are not fully developed but are in the process and they learn from a more kwoledgeable another ie an adult |
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theory of mind |
ability to understand another's mind |
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psychoanalytic theories of personality |
assumption of unconscious internal states that motivate the overt actions of individuals and determine personality |
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id |
basic, primal, inborn urges to survive and reproduce function according to the pleasure principle which has the aim of achieving imediate gratification |
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primary process |
the id's response to frustration : obtain satisfaction now, not later |
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wish fullfilment |
daydreaming that satisfies the id |
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ego |
operates according the reality principle which takes in the objective reality as it guides or inhibits the activity of the id and id's pleasure principle. This guidance is called secondary process. |
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superego |
the personality's perfectionist, judging our actions and responding with pride at our accomplishments |
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reaction formation |
a defense mech. when a person suppresses urges by unconsciously converting them into their opposites |
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projection |
a def mech. where a person attributes their undesired feeling to others. |
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sublimation |
def mech: transformation of unacceptable urges into socially acceptable behaviors |
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creative self |
Adler: the force by which each person shapes his uniqueness and establishes a personaltiy |
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style of life |
Adler: manifestation of the creative self and the way a person acheieves their superiority |
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fictional finalism |
a person is motivated more by the future expectations than past experiences |
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Eysenck's three major traits |
P: psychoticism (non-conformity) E: extraversion (tolerance for social interaction and stimulation) N: neuroticism ( arousal in stressful situations) |
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Big Five traits |
1. openness 2. conscientiousness 3. extraversion 4. agreeableness 5. neuroticism |
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cardinal traits |
traits around which a person organizes his or her life |
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central traits |
major characteristics of personality |
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secondary traits |
more personal characteristics and are limtied in occurrence. |
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social cognitive perspective |
people interact with their environment in a cycle called reciprocal determination. People mold their enviroments according to their personalities and those enviroments in turn shape our thoughts, feelings and behaviors. |
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behaviorist perspective |
based on the concept of operant conditioning holds that personalites can be described as the behaviors one has learned from prior rewards and punishments. |
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biological theorists |
behavior can be explained as result of genetic expression |
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object relations theory
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object refers to the represenation of parents based on subjective experiences during early infancy
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humanistic theory
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focus on the value of individuals and take a more person centered approach describing the way in which people strive for self acculization
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gestalt theory
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humanistic approach. See people as complete not deconstructed to traits and behaviors
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kurt Lewin's force field theory
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put very little stock on constraits of personality focused on patients present not past or future
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type and trait theorists
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believe that personality can be described as a number of identifiable traits that carry characteristic behaviors
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