Positive Psych Iiii Test

Front 1

Attitude

Back 1

- not a value
-favorable or unfavorable evaluation of a specfic value or issue

Front 2

Ceiling effect

Back 2

bunching up of scores on the upper end of a raitn g scale

Front 3

convenience sample

Back 3

sample of research participants chosen for study because they are readily available

Front 4

generational replacement

Back 4

changes in societies over time as young people come of age under different circumstances than did their parents or grandparents

Front 5

hierarchy of needs

Back 5

arrangement of human motives into a hierarchy reflecting order in which people typically attend to them

Front 6

instrumental value

Back 6

belief about ideal modes of conduct that presumably aid and abet terminal values

Front 7

ipsative scores

Back 7

measurement in which comparisons are made only with respect to the same individual

Front 8

maximizer

Back 8

individual that chooses best option in order to optimize outcome

Front 9

minimalist values

Back 9

values minimally necessary for a society

Front 10

modeling

Back 10

emulation of what powerful or respected others say and do and believe

Front 11

need

Back 11

biological motive that moves us to behave in certain ways to satisfy it (ex: hunger, thirst)

Front 12

norm

Back 12

shared belief that one should act in a certain way in a certain circumstance

Front 13

representative sample

Back 13

sample of research participants that resembles the larger population to which a researcher wishes to generalize

Front 14

satisficer

Back 14

individual who typically chooses a good-enough or merely satisfactory option

Front 15

self-expressive values

Back 15

values corresponding to one's needs to express talents, capacities, and potentialities

Front 16

survival vaues

Back 16

values corresponding t ones pressing biological needs

Front 17

terminal value

Back 17

belief about an ideal state of existence

Front 18

trait

Back 18

disposition to think, feel, and act in a consistent way

Front 19

value

Back 19

goal about what is morally desirable

Front 20

value clarification

Back 20

self-help techniques for helping people identify values they hold

Front 21

World Values Survey

Back 21

ongoing research project that periodically ascertains the values of people in dozens of countries around the world

Front 22

Interests

Back 22

-passions that define who we are

Front 23

COMPETENCE

Back 23

people are motivated to behave in a competent way, regardless of what they are doing
-never sated the way hunger or thirst can be
-we experience pleasure of doing things well regardless of what else our behavior produces
-may be fulfilling because it produces flow
-must allow for degrees of improvement

Front 24

Aristotelian Principle

Back 24

-human beings enjoy exercise of their realized capacities, and thus enjoyment increases the more the capacity is realized or the greater its complexity

Front 25

Leisure World

Back 25

culture developing around shared leisure activities

Front 26

Well-developed individual interest

Back 26

an interest you rare incessantly curious about and driven to learn more about, helps sustain you over the years that it takes to become an expert

Front 27

Interest Inventories

Back 27

questionnaires used by vocational counselors to " fit round pegs into round holes"

Front 28

Ability

Back 28

when people differ in their performance of some behavior for which there is an objective standard

Front 29

genius

Back 29

someone whose actual accomplishments have exerted a profound influence on contemporary and subsequent generations

Front 30

General Intelligence

Back 30

-Spearman's belief
-abbreviated as g
-shown by studies in which results of different type of tests tend to correlate all with each other, and the factor common to this is skilled performance

Front 31

Specific Intelligence (S)

Back 31

-someones performance on specific subjects (spearman thinks if 2 tests correlated they both reflect g but others think that it might be because they both reflect the same s)

Front 32

Multiple Intelligence Theory

Back 32

-howard gardner's theory
-distinguishes between: logical-mathematical, spatial, musical, bodily, personal, social, linguistic
-to him, intelligence is a set of problem-solving skills that allows the individual to resolve difficulties he encounters, a person can be high or low one type of intelligence and yet low on another type
-gardner argues against formal assessment of students all taking the same tests because everyone has different excellences

Front 33

Assessment in Context

Back 33

information about individuals' abilities obtained in the course of their everyday activities

Front 34

Polymaths

Back 34

-individuals that Murray studied that are eminent in more than one field requiring arguably different skills, exceedingly rare
-hard work is critical
-mentors are critical
-right place at right time helps
-eminence is most likely to occur in a culture that believes life to have transcendent purpose

Front 35

10-year rule

Back 35

idea that people who make important contributions to a particular field have usually devoted a full decade o the mastery of necessary knowledge and skills

Front 36

12-7 Rule

Back 36

idea that people who make important contribution to a particular field have usually put in 12-hour days, 7 days a week, for years