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168 Cards in this Set
- Front
- Back
|
The sum of an individual's; behaviors, attitudes, beliefs, and values.
|
Personality
|
|
|
Fairly stable pattern of: thoughts, feelings and actions that are typical of a person
|
Personality
|
|
|
Determines how we react in specific situations
|
Personality
|
|
|
Determines how we adjust to our environment
|
Personality
|
|
|
Personality develops throughout a ___________
|
Lifetime
|
|
|
personality develops fastest during _________
|
Childhood
|
|
|
Personality traits change slower during _______
|
Adulthood
|
|
|
Transmission of genetic characteristics from parents to children
|
Hereditary or nature
|
|
|
Heredity versus environment and social learning
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Nature versus nurture
|
|
|
The nature versus nurture debate deals with ____
|
Personality development
|
|
|
Heredity (name)
|
nature
|
|
|
Environment and socialization (name)
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nurture
|
|
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Advocates of the nature viewpoint believe much human behavior is _________
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instinctual
|
|
|
Biologically inherited behavior pattern
|
instinct
|
|
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Sets limits on the socialization process
|
nature/heredity
|
|
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Nurture advocates attribute personality to _____
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environmental factors/environment
|
|
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Capacity for mental achievement
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intelligence
|
|
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Most social scientists consider intelligence to be _________.
|
largely learned
|
|
|
Jean Piaget concluded that children learn how to think by passing through _________
|
stages of cognitive development
|
|
|
Swiss Psychologist who dealt with the cognitive development of children
|
Jean Piaget
|
|
|
Mental intellectual
|
Cognitive
|
|
|
According to Piaget the human mind has an inherent structure that _______.
|
determines what can be learned
|
|
|
Determines rate of cognitive development.
|
social forces/environment/ society
|
|
|
Systematic study of the biological basis for all social behavior
|
sociobiology
|
|
|
Places a strong emphasis on the genetic basis of human behavior
|
sociobiology (school of thought)
|
|
|
Most social scientists believe personality is the result of a blending of __________.
|
heredity and environment/nature & nurture
|
|
|
Most social scientists believe the greatest influence on personality comes from ______.
|
environmental factors/nurture
|
|
|
Birth order, parents, cultural environment and heredity _______.
|
influence personality
|
|
|
How children should feel is ________.
|
learned
|
|
|
How to express or conceal emotions is _______.
|
learned
|
|
|
How to produce or eliminate feelings is _____.
|
learned
|
|
|
Ability to associate emotions with the proper experiences.
|
emotional logic
|
|
|
Emotional logic is _________.
|
learned
|
|
|
Sigmund Freud's system.
|
Psychoanalysis
|
|
|
Freud believed that psychological problems could be traced to _________.
|
repressed childhood experiences
|
|
|
According to Freud personality depends on how the individual's ____________.
|
Id is shaped and controlled during childhood
|
|
|
The irrational part of the personality concerned with seeking pleasure. (Freud)
|
Id
|
|
|
Inborn desire to enjoy ourselves. (Freud)
|
Id
|
|
|
Part of the personality that is rational and deals with the word logically. (Freud)
|
Ego
|
|
|
Part of the psyche that experiences the outside world and reacts to it. (Freud)
|
Ego
|
|
|
The moral part of a personality, the "conscience." (Freud)
|
Superego
|
|
|
Reflects society's ideals and prohibitions. (Freud)
|
Superego
|
|
|
The referee between the Id and the superego.
|
Ego
|
|
|
Believes all behavior is the result of rewards and punishments (perspective)
|
Behavioral Psychology
|
|
|
According to Behavioral Psychology, personality is just the sum total of a persons ______.
|
reinforcements and punishments
|
|
|
According to Behavioral Psychology, the behaviors that become a part of our personality are the ones which are _______.
|
reinforced
|
|
|
Behavioral psychology supports the _________
|
Nurture argument
|
|
|
Two leading Behavioral Psychologists.
|
Watson and Skinner
|
|
|
Wrote Beyond Freedom and Dignity.
|
B.F. Skinner
|
|
|
Are more likely to be achievement-oriented, cooperative, and cautious
|
First Borns
|
|
|
Tend to be; better in social relationships, more affectionate and creative.
|
later-borns
|
|
|
Determines the basic types of personalities that will be found in a society.
|
culture/cultural environment
|
|
|
experience the same "culture" in different ways. (often)
|
males and females
|
|
|
Image of what one is supposed to be and do on the basis of their sex.
|
gender identity
|
|
|
A capacity to learn a particular skill or acquire a particular body of knowledge
|
Aptitude
|
|
|
An aptitude which is a NATURAL talent is the result of _________
|
heredity/nature
|
|
|
Provides us with biological needs.
|
heredity/nature
|
|
|
Determines how we meet biological needs.
|
culture/environment
|
|
|
Places limits on what is possible for an individual.
|
heredity/nature
|
|
|
The importance of culture and social learning on personality development has been shown by _______.
|
cases of isolation
|
|
|
Interactive process through which individuals learn.
|
socialization
|
|
|
Transmitting cultural values to members.
|
socialization
|
|
|
Skills, values, beliefs, and behavior patterns are learned through ________.
|
socialization
|
|
|
Our conscious awareness of possessing a distinct identity.
|
self or sense of self
|
|
|
Tabula Rasa
|
Blank Slate
|
|
|
Believed each newly born individual was a Tabula Rasa. (person) (17th century philosopher)
|
John Locke
|
|
|
According to Locke we are born without a ______.
|
Personality
|
|
|
We develop our sense of being distinct through _____.
|
socialization
|
|
|
John Locke believed he could shape newborns into ______.
|
anything he wanted
|
|
|
Psychologists who agreed with Locke's blanks slate theory. (names)
|
Watson and Skinner
|
|
|
Watson and Skinner's school of Psychology.
|
Behavioralism (Behavioral Psychology)
|
|
|
A process by which we absorb those aspects of culture we encounter.
|
socialization
|
|
|
Believed all children go through three levels of moral development. (person)
|
Lawrence Kohlberg
|
|
|
Define right and wrong according to immediate reward or punishment. (Kohlberg)
|
Preconventional morality
|
|
|
Define right and wrong according to the motive of the action. (Kohlberg)
|
Conventional morality
|
|
|
Judge actions taking into account conflicting norms. (Kohlberg)
|
Postconventional morality
|
|
|
Socialization's most important function. (functionalism)
|
ensuring order
|
|
|
Conflict perspective believes socialization can be harmful because __________.
|
parents are given too much power
|
|
|
Developed the idea of the " looking glass self." (person)
|
Charles Cooley
|
|
|
According to the "looking glass self" our image of ourselves is based on how we imagine we _________.
|
appear to others
|
|
|
I am not who I think I am, I am not who you think I am, I am who I think you think I am.
|
Looking Glass Self
|
|
|
The "looking glass self" comes from the_____.
|
interactionist perspective
|
|
|
A newborn baby has no sense of ________.
|
Self
|
|
|
From the interactive process a child develops a sense of _______.
|
self
|
|
|
The sum of an individual's; behaviors, attitudes, beliefs, and values.
|
Personality
|
|
|
Fairly stable pattern of: thoughts, feelings and actions that are typical of a person
|
Personality
|
|
|
Determines how we react in specific situations
|
Personality
|
|
|
Determines how we adjust to our environment
|
Personality
|
|
|
Personality develops throughout a ___________
|
Lifetime
|
|
|
personality develops fastest during _________
|
Childhood
|
|
|
Personality traits change slower during _______
|
Adulthood
|
|
|
Transmission of genetic characteristics from parents to children
|
Hereditary or nature
|
|
|
Heredity versus environment and social learning
|
Nature versus nurture
|
|
|
The nature versus nurture debate deals with ____
|
Personality development
|
|
|
Heredity (name)
|
nature
|
|
|
Environment and socialization (name)
|
nurture
|
|
|
Advocates of the nature viewpoint believe much human behavior is _________
|
instinctual
|
|
|
Biologically inherited behavior pattern
|
instinct
|
|
|
Sets limits on the socialization process
|
nature/heredity
|
|
|
Nurture advocates attribute personality to _____
|
environmental factors/environment
|
|
|
Capacity for mental achievement
|
intelligence
|
|
|
Most social scientists consider intelligence to be _________.
|
largely learned
|
|
|
Jean Piaget concluded that children learn how to think by passing through _________
|
stages of cognitive development
|
|
|
Swiss Psychologist who dealt with the cognitive development of children
|
Jean Piaget
|
|
|
Mental intellectual
|
Cognitive
|
|
|
According to Piaget the human mind has an inherent structure that _______.
|
determines what can be learned
|
|
|
Determines rate of cognitive development.
|
social forces/environment/ society
|
|
|
Systematic study of the biological basis for all social behavior
|
sociobiology
|
|
|
Places a strong emphasis on the genetic basis of human behavior
|
sociobiology (school of thought)
|
|
|
Most social scientists believe personality is the result of a blending of __________.
|
heredity and environment/nature & nurture
|
|
|
Most social scientists believe the greatest influence on personality comes from ______.
|
environmental factors/nurture
|
|
|
Birth order, parents, cultural environment and heredity _______.
|
influence personality
|
|
|
How children should feel is ________.
|
learned
|
|
|
How to express or conceal emotions is _______.
|
learned
|
|
|
How to produce or eliminate feelings is _____.
|
learned
|
|
|
Ability to associate emotions with the proper experiences.
|
emotional logic
|
|
|
Emotional logic is _________.
|
learned
|
|
|
Sigmund Freud's system.
|
Psychoanalysis
|
|
|
Freud believed that psychological problems could be traced to _________.
|
repressed childhood experiences
|
|
|
According to Freud personality depends on how the individual's ____________.
|
Id is shaped and controlled during childhood
|
|
|
The irrational part of the personality concerned with seeking pleasure. (Freud)
|
Id
|
|
|
Inborn desire to enjoy ourselves. (Freud)
|
Id
|
|
|
Part of the personality that is rational and deals with the word logically. (Freud)
|
Ego
|
|
|
Part of the psyche that experiences the outside world and reacts to it. (Freud)
|
Ego
|
|
|
The moral part of a personality, the "conscience." (Freud)
|
Superego
|
|
|
Reflects society's ideals and prohibitions. (Freud)
|
Superego
|
|
|
The referee between the Id and the superego.
|
Ego
|
|
|
Believes all behavior is the result of rewards and punishments (perspective)
|
Behavioral Psychology
|
|
|
According to Behavioral Psychology, personality is just the sum total of a persons ______.
|
reinforcements and punishments
|
|
|
According to Behavioral Psychology, the behaviors that become a part of our personality are the ones which are _______.
|
reinforced
|
|
|
Behavioral psychology supports the _________
|
Nurture argument
|
|
|
Two leading Behavioral Psychologists.
|
Watson and Skinner
|
|
|
Wrote Beyond Freedom and Dignity.
|
B.F. Skinner
|
|
|
Are more likely to be achievement-oriented, cooperative, and cautious
|
First Borns
|
|
|
Tend to be; better in social relationships, more affectionate and creative.
|
later-borns
|
|
|
Determines the basic types of personalities that will be found in a society.
|
culture/cultural environment
|
|
|
experience the same "culture" in different ways. (often)
|
males and females
|
|
|
Image of what one is supposed to be and do on the basis of their sex.
|
gender identity
|
|
|
A capacity to learn a particular skill or acquire a particular body of knowledge
|
Aptitude
|
|
|
An aptitude which is a NATURAL talent is the result of _________
|
heredity/nature
|
|
|
Provides us with biological needs.
|
heredity/nature
|
|
|
Determines how we meet biological needs.
|
culture/environment
|
|
|
Places limits on what is possible for an individual.
|
heredity/nature
|
|
|
The importance of culture and social learning on personality development has been shown by _______.
|
cases of isolation
|
|
|
Interactive process through which individuals learn.
|
socialization
|
|
|
Transmitting cultural values to members.
|
socialization
|
|
|
Skills, values, beliefs, and behavior patterns are learned through ________.
|
socialization
|
|
|
Our conscious awareness of possessing a distinct identity.
|
self or sense of self
|
|
|
Tabula Rasa
|
Blank Slate
|
|
|
Believed each newly born individual was a Tabula Rasa. (person) (17th century philosopher)
|
John Locke
|
|
|
According to Locke we are born without a ______.
|
Personality
|
|
|
We develop our sense of being distinct through _____.
|
socialization
|
|
|
John Locke believed he could shape newborns into ______.
|
anything he wanted
|
|
|
Psychologists who agreed with Locke's blanks slate theory. (names)
|
Watson and Skinner
|
|
|
Watson and Skinner's school of Psychology.
|
Behavioralism (Behavioral Psychology)
|
|
|
A process by which we absorb those aspects of culture we encounter.
|
socialization
|
|
|
Believed all children go through three levels of moral development. (person)
|
Lawrence Kohlberg
|
|
|
Define right and wrong according to immediate reward or punishment. (Kohlberg)
|
Preconventional morality
|
|
|
Define right and wrong according to the motive of the action. (Kohlberg)
|
Conventional morality
|
|
|
Judge actions taking into account conflicting norms. (Kohlberg)
|
Postconventional morality
|
|
|
Socialization's most important function. (functionalism)
|
ensuring order
|
|
|
Conflict perspective believes socialization can be harmful because __________.
|
parents are given too much power
|
|
|
Developed the idea of the " looking glass self." (person)
|
Charles Cooley
|
|
|
According to the "looking glass self" our image of ourselves is based on how we imagine we _________.
|
appear to others
|
|
|
I am not who I think I am, I am not who you think I am, I am who I think you think I am.
|
Looking Glass Self
|
|
|
The "looking glass self" comes from the_____.
|
interactionist perspective
|
|
|
A newborn baby has no sense of ________.
|
Self
|
|
|
From the interactive process a child develops a sense of _______.
|
self
|
