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90 Cards in this Set
- Front
- Back
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4 Key elements of the Humanistic Perspective |
1) personal responsibility 2) the here and now 3) personal growth 4) people know themselves best |
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Actualization |
tendency to develop capabilities to enhance or maintain the organism |
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Self-actualization |
maintenance and enhancement to myself |
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Discuss Carl Rogers' theory of personality |
Person centered theory |
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2 major motivations of person centered theory |
1) self actualization 2) need for regard- social motivation/positive social feedback/acceptance |
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Fully functioning person |
healthy individual striving towards self-actualization |
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Characteristics of fully functioning individual |
1) openness to experience 2) trust their feelings ~ does not need to look to others for approval 3) sensitive to own interests/values/needs ~ somewhat non-conforming/do not feel pressure to conform |
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Conditional Positive regard |
has strings attached, will accept you if... 1) you behave as expected 2) meet conditions of worth 3) have conditional self regard |
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Unconditional Positive regard |
does not have strings attached |
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Conditions of self worth, conditional self-regard |
conditions of self-worth: apply those conditions to our self conditional self regard: apply those conditions to our self |
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Congruence |
how well the parts fit together as a whole
(real and ideal self) |
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Incongruence |
discrepancies between real/ideal self or when experiences don't match your self concept ~leads to anxiety |
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Distortion (anxiety and defense) |
modify the threat to make it compatible with our self-concept ex: Dr.Archer disagrees with eval so he decides student didn’t mean it that way(distorts their argument) |
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Denial (anxiety and defense) |
refusing to admit the experience happened ex: Dr. Archer decides student was referring to his TA and not him |
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Person-centered Therapy |
help people accept themselves as worthy 1) unconditional positive regard 2) genuineness 3) empathy paraphrasing, repeating, patient led, does not offer explicit solutions |
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Maslow's hierarchy of needs (be able to describe each in detail) |
1) Physiological needs 2) Safety needs 3) Esteem 5) self actualization |
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deficiency motives
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comes about because of need/goes away once you satisfy it ex: physiology, safety |
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growth motives |
seek out because you want improvement/once you satisfy it, the need is strengthened ex: love (always wanting more) |
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Characteristics of self actualized people |
1) accept themselves and others for what they are 2) form deep, interpersonal relationships 3) spontaneous 4) self-actualizating creativity 5) desire to help humankind 6) experience many peak experiences |
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Peak experiences |
brief moment of intense actualization |
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Optimal Expertise/flow |
become so involved in an activity that nothing else matters ex: being "in the zone" tends to be active, tends to be something you freely choose to do, tends to be challenging but not too hard |
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Csikszentimihalyi (peak experiences vs. optimal experiences and flow) |
also interested in humanistic perspective, says we are always seeking to do good for ourselves, pick activities that we enjoy and that challenge us/seek out things that are good for us |
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Self-determination Theory |
Deci and Ryan Intrinsic vs. Extrinsic motivation |
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3 basic needs according to self-determination theory |
1) autonomy 2) competence 3) relatedness |
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Autonomy |
want to freely choose actions ~ don't want things forced upon us |
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Competence |
to master/achieve things |
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Relatedness |
having meaningful connections with others |
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Self concept |
all of the characteristics and roles that define who you are; the kind of person you see yourself as |
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self esteem |
the evaluative component of the self-concept, stable self evaluation/extent to which you like, value and respect yourself |
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Mechanisms for self-esteem maintenance |
mechanisms that protect the self and the self-concept a) self serving attributions b) downward social comparisons c) self-handicapped |
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self-serving attributions |
intrinsic: bad grade=my fault / extrinsic bad grape = prof's fault tend to use intrinsic for good and extrinsic for bad |
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downward social comparisons |
tend to seek out those who perform worse than us and compare ourselves to them |
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self-handicapped |
purposely putting up obstacles to your success so you have something to explain your performance ex: going out the night before a test |
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2 major pieces related to self concept/self esteem |
self disclosure and loneliness |
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self disclosure |
revealing intamite information about yourself to someone else *Rogers says this is necessary component of healthy personality |
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Loneliness |
occurs when your personal relationships network is smaller/less satisfying than you desire -low social skills -negative expectations |
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Solitude |
wanting to be alone ex: going on a hike by yourself |
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3 major mechanisms of the Biological perspective |
1) heredity/genetics 2) evolution 3) brain structure and chemistry |
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Heredity/genetics |
role genes play in formation of personality |
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Evolution |
are there universal aspects of personality that can be explained through evolution |
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Brain Structure and Chemistry |
can relationships be established between personality functions and brain processes |
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Temperament |
stable individual differences in dispositions (moods and behaviors) that are inherited and present at birth/early childhood *key point: genetically based |
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More about temperaments |
-more pervasive/influential -stable, influence development of personality traits throughout life -can be modified through experience |
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4 dimensions that show individual differences early on |
activity, emotionality, sociability, impulsivity |
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Early research in temperaments |
parent ratings of child's behavior (Thomas and Chess 1950's) 1) easy (calm, relaxed, good eaters/sleepers) 2) slow-to-warm-up (middle) 3) difficult (unsatisfied, upset, irritable) |
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Inhibited vs Uninhibited (Kagan) |
inhibited: hold back in new environment (10% of children) uninhibited: jump into new environment (25% of children) the rest of kids are somewhat in between find these distinctions at birth before learning even occurs |
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3 Temperaments according to the EAS model |
1) emotionality 2) activity level 3) sociability (Buss and Plomin) |
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Emotionality (EAS model) |
how easily upset you are high: takes longer to calm down |
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Activity Level (EAS model) |
how much activity you partake in -tempo and vigor |
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Sociability (EAS model) |
NOT: do you enjoy social interaction BUT: whether or not you seek out social interaction |
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How do the temperament approaches relate to the Big 5? |
Similarcharacteristics Ex: highundercontrolled = low conscientiousness |
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What is the focus behind behavioral genetics? |
study of genetic influences on behavioral qualities |
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What does heritability refer to? |
Degree to which a particular characteristic is influenced by genetics -statistic that refers to the proportion of observed variance in a group of individuals that can be accounted for by genetic variance (30-40%) |
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Family Research |
strong or weak correlation between family members *can eliminate heritability but not prove it |
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Twin Studies |
monozygotic and dizygotic *equal environments assumptions ~ environment you are raised in is the same regardless of if your are identical or fraternal -stronger correlation in identical *best research involves twin studies |
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Adoption Studies |
compare birth parent and child and adopted parent and child |
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What is evolutionary personality psychology? |
How theprocess of evolution, adaptation and natural selection have led to thedevelopment of psychological mechanisms that allow us to deal with problems orneeds that arise in our environment |
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Naturalselection, anxiety and social exclusion |
Fear of strangers, dangerous situations + affiliationand cooperation / advantages: safety in numbers, access to resources,protection Anxiety and social exclusion / advantages: anxietyabout social relationships |
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Altruism |
you try to help someone else possibly at risk ofyour own safety |
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Inclusive fitness |
the ability of an individual organism to pass on itsgenes to the next generation, taking into account the shared genes passed on bythe organisms close relatives ~not about your own reproduction but reproductionof your gene pool |
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Kin altruism |
more helping and sacrificing for individuals whoshare our genus or are able to reproduce |
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Intrasexualcompetition |
competition among members of the same sex formating access to the best members of the opposite sex |
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Intersexual differences |
members of one sex choose a mate based on theirpreferences for particular qualities in a mate Men: want younger, physically attractive women Women: want older men who are financially |
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Why do mating strategies differ? |
Because of reproductive roles |
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Roles in reproduction - males |
concern: how they can pass on genes -mate as frequently as possible -need partner for successful reproduction and effective child rearing -seek out females w higher reproductive values -concerned about paternity issues |
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Roles in Reproduction - females |
-can only bear a limited number of children -lots of parental investment -mate who provides resources -more concerned about mate living with them + providing resources -concerned about man staying w them/providing support |
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Parentalinvestment differences |
investment in selection is larger for women because they are more considered with parental investment |
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Preference for multiple sex partners |
MP (multiple partner gene) is not as strong inwomen and is not passed down as much by women explained by: males mating frequently to increase chance of passing on genes |
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Eysenck's Theory of Personality (3 major dimensions) |
1) extraversion 2) neuroticism 3) psychoticism |
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Extraversion (Eysenck) |
introversion vs. extraversion |
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Neuroticism (Eysenck) |
high: unstable, highly emotional low: less prone to mood swings |
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Psychoticism (Eysenck) |
high: generally unconcerned about others |
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Howdo introverts and extraverts differ? |
Introverts are more aroused at baseline of ARAS(ascending reticular activating system) 1) introverts are more sensitive tostimulation 2) have a lower threshold 3) introverts reach optimal level ofarousal quicker |
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introverts reach optimal level of arousal __________ than extraverts |
quicker |
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What does Eysenck believeneuroticism is related to, biologically speaking? |
Higher reactivity or sensitivity to limbic systemstimulation (sympathetic nervous system) |
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Describe the finding on cerebral asymmetry. |
2hemispheres specialized for different functions |
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damage to left side ________ |
anxiety and depression |
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damage to right _________ |
sense of well being ~ nothing is bad |
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EEG recordings |
left=positive emotions, rewarding actions right=negative emotions avoiding pain |
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Inhibited vs. uninhibited in relation to cerebral asymmetry |
Inhibited=moreright side Uninhibited=moreleft side |
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BAS (behavioralapproach system) ~ Reinforcement Sensitivity Theory |
Gray (1990) - left hemisphere -reward seeking -associated with left frontalcortex -associated with extraversion -associated with dopamine -shown to learn faster wreinforcement than w punishment -risk taking |
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BIS(behavioral inhibition system) |
Gray (1990) right hemisphere “the brakes” -response to punishers, novelsituations -associated with right frontalcortex -associated with neuroticism ~more anxiety and depression -learn better when cued withpunishments |
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Howdo these systems relate to temperaments and other traits? (BAS and BIS) |
BAS=risk taking BIS=cautious |
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Sensation Seeking |
seek out novel, varied and exciting experiences |
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Chemicals involved in sensation seeking |
Highsensation seeking=low MAO (increased neurotransmitters) |
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Cloninger's tridimensional model |
1) novelty seeking 2) harm avoidance 3) reward dependence |
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Novelty seeking (Cloninger) |
dopamine -high novelty seeking=low amounts of dopamine ~need to increase |
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Harm avoidance (Cloninger) |
serotonin low amounts of serotonin=depression / high amounts = anxiety and cautiousness |
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Reward Dependence (Cloninger) |
norepinephrine social attachments ~ high norepinphrine=seek out relationships -continuing to do task when others quit w reward as motivation |
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How do hormones influence personality? |
Mostresearch focuses on androgens (testosterone) ~ in relation to personalitychanges (correlational research) |
