Psy 345 Exam 2: Week 6 & 7

Front 1

1) the ___assumes that we have developed a vocabulary to describe other people's personalities
2) We don't actually need a word for every possible ___
3) __ tests are not necessarily unambiguously (unclearly) scored (___tests are)
4) ___is the extent to which a test is free from error.
5) ___don't necessarily reflect the construct of interest

Back 1

1) lexical hypothesis
2) personality
3) objective (conspective)
4) reliability
5) reliable tests

Front 2

Why use personal selection methods?
1) ___between____
2) choose the __that___

Back 2

1) distinguish; many applicants for few jobs
2) choose the applicants that enable the company to make the most profits

Front 3

What is required for a selection method to be useful?

Back 3

1) how much variability is there in job performance? (if there is no variability, then it doesn't matter who you take)

Front 4

What is required for a selection method to be useful?

Back 4

2) how selective can you be? (if only as many people as you have openings apply, you can't be selective. However, if you can take 5% of applicants, you can be very selective in who you take)

Front 5

What is required for a selection method to be useful?

Back 5

3) can your selection criterion be administered easily and cheaply? can you use it on anyone applying or only those with some level of experience?
--if you can't apply it easily to the general applicant pool, it does little good in helping select between people

Front 6

What is required for a selection method to be useful?

Back 6

4) how well does your selection method predict job performance?
--the main focus of Schmidt & Hunter's paper

Front 7

Evidence for Requirement 1: how much variability is there in job performance?
1) see that you produce more when ___

Back 7

1) you get paid more

Front 8

Some Back of the Envelope Calculations:
1) For a job that pays $40,000, the SD of output is about $16,000. That means that the difference between a worker at the 84%tile produces ___in revenue than one at the 16% percentile

Back 8

1) more

Front 9

So, how can we select those profitable workers? Suggestions

Back 9

1) General Mental Ability (Intelligence) Tests
2) Work Sample Tests
3) Integrity tests

Front 10

Pros and Cons of Possible Tests: General Mental Ability (Intelligence) Tests
1) ___to administer
2) can be used for ___and ____
3) requires____
4) con: ___issue

Back 10

1) cheap
2) all jobs; all levels of seniority
3) no job-specific background knowledge
4) content validity

Front 11

Pros and Cons of Possible Tests: Work Sample Tests
1) involve ___of the job being applied for
2) can be used on ___
3) ___to administer

Back 11

1) hand on simulation
2) applicants who already know the job (otherwise, applicants must first be trained)
3) expensive, time intensive

Front 12

Pros and Cons of Possible Tests: Integrity Tests
1) ___reflective of ___
2) reflect propensity to ___on the job, __from the job, ___with workers, __equipment, and other __behaviors
3) tend NOT to correlate with ___
4) con: people may ___

Back 12

1) personality tests; conscientiousness, agreeableness, and emotional stability
2) drink/do drugs; steal; fight; sabotage; antisocial
3) GMA
4) be faking it

Front 13

Pros and Cons of Possible Tests: Structured vs. Unstructured Interviews
1) unstructured interviews- the person you enjoy hanging out with and talking to may ___
2) structured interviews- EVERYONE gets the ___

Back 13

1) not be a good employee (just because they are sociable and you like them, doesn't mean they are a good employee)

2) same questions

Front 14

Pros and Cons of Possible Tests:
1) being tested on actual performance; tested on actual stuff you'd have to know in order to do the job well

Back 14

1) job knowledge tests

Front 15

Pros and Cons of Possible Tests:
1) contact the ___
2) ___-hand writing analysis
3) ___-removing noise, getting more accurate measurement

Back 15

1) references listed
2) graphology
3) meta-analysis

Front 16

Pros and Cons of Possible Tests: LIST ALL POSSIBLE TESTS

Back 16

1) general mental ability (intelligence) tests
2) work sample tests
3) integrity tests
4) structured and unstructured interviews
5) job knowledge tests
6) contact of references listed
7) graphology
8) meta-analysis

Front 17

The Gist of Multiple Regression:
1) with the pros and cons of possible tests we are looking for tests that are good predictors of ___
2) we see three overlapping circles: __&__ -->__
3) look at the correlation between ___and see how they measure ___
4) anything else that isn't GMA is going to be ___
5) want to find general predictors that are that are above and beyond ___
6) really love ___

Back 17

1) job performance
2) GMA & predictor 2 ---> job performance
3) each of these predictors; job performance
4) a pain
5) GMA
6) GMA

Front 18

Results: Job Performance
how is job performance typically measured? look at people who have taken the tests and how they apply
1) highest is ___
2) __is doing almost as well as the ___ which is ___
3) structured interviews are ___
4) unstructured interviews are ___
5) peer ratings are __
6) reference checks are ___
7) job experience is ___
8) does age matter?
9) by and large the good predictors are ___with ____ that you're not really gaining much by ____
10) with age and education usually people are applying in the ___
11) ___-how much better you do with 2 predictors, rather than one

Back 18

1) work sample tests
2) intelligence; work sample tests; much more expensive
3) good
4) not as good
5) good
6) not very good
7) not very good
8) no
9) overlapping; intelligence tests; administering both
10) same range
11) gain in validity

Front 19

Results: Job-Related Learning
How is job-related learning typically measured? (how are these tests predicting learning jobs)

1) tests predicting___
2) ___are the only ones increasing
3) after training, unable to do at the beginning and now what they are capable of; __are still getting higher combined with ___, also ____; but everything else ___

Back 19

1) on the job training
2) integrity tests
3) integrity tests; intelligence; conscientiousness; isn't really helping

Front 20

Why is GMA such a good predictor of Job Performance?
1) Schmidt & Hunter: a major causal impact of mental ability has been found to be on the acquisition of ____. That is, the major reason more intelligent people have ___is that they acquire job knowledge ___and acquire___; and it is this knowledge of how to perform the job that causes their job performance to be ___

Back 20

1) job knowledge; higher job performance; more rapidly; more of it; higher

Front 21

Why is GMA such a good predictor of Job Performance?
1) The active ingredient in___ seems to reside in their ___: any kind of item content-words, numbers, figures, pictures, symbols, blocks, mazes, and so on can be used to create less to more g-loaded tests and test items. Differences in ___seem to arise from variations in items' ___ and thus the amount of __they require
2) ___is a key feature of the workplace: life is replete with uncertainty, change, confusion, and misinformation, sometimes minor and at times massive. From birth to death, life continually requires us to master abstractions, solve problems, draw inferences, and make judgments on the basis of ___. Such demands may be especially intense in school, but they hardly cease when one walks out the school door. A close look at job duties in the workplace shows why.

Back 21

1) test items; complexity; g loading; cognitive complexity; mental manipulation
2) complexity; inadequate information

Front 22

Does Socioeconomic Status explain the relationship between admissions tests and post-secondary academic performance?
1) SES--> __&__
2) another model: SES-->___-->___

Back 22

1) test (SAT) & grades (GPA)
2) test; grades

Front 23

Assertions
1) It has now been documented that SAT I scores lose any ability to predict freshman year grades if the regression analyses ___for ___.
2) SAT scores used for college admission do not predict freshman year grades when SES ___
3) after controlling for SES the relationship between SAT I scores and grades virtually ___

Back 23

1) control; SES
2) is controlled
3) disappears

Front 24

Really? The Role of SES in SAT-Grade Relationships and in College Admissions Decisions
1) Conclusion-___does seem to have some value above all of these things that people have confounded it with

Back 24

1) SAT

Front 25

Class Results:
1) the magnitude of SAT (its prediction) goes up with ____
2) anyone that is out of the top 8% had to make up for it by the extra ___

Back 25

1) high school GPA
2) SAT boost

Front 26

Other Individual Differences Predictors of Test Performance:

Back 26

1) conscientiousness
2) neuroticism

Front 27

Lots and Lots of ___Thought to Measure Traits Relevant to Academic Achievement

Back 27

tests

Front 28

Factor Analyses Uncover ___major dimensions: Consolidated item pool to create the ____

Back 28

5 major dimensions; MAPS (multidimensional achievement-relevant personality scale)
1) performance
2) mastery
3) self doubt
4) effort
5) hungry mind

Front 29

Uncovering the 5 major dimensions: consolidated item pool to create multidimensional achievement-relevant personality scale (MAPS)
1) it is important to me that my teacher does not think that I know less than others at school
2) I seek out activities that interest me
3) I plunge into tasks with all my heart
4) I usually feel that I am an unsuccessful person
5) one of my goals in class is to learn as much as I can
6) one of my goals is to show others that I am good at school
7) I work hard at my studies because I find the material interesting
8) I usually have doubts about the simple, everyday things I do
9) I am very good at focusing my efforts on attaining a goal
10) I seek out activities that interest me

Back 29

1) performance
2) hungry mind
3) effort
4) self doubt
5) mastery
6) performance
7) mastery
8) self doubt
9) effort
10) hungry mind

Front 30

MAPS and Academic Achievement:
1) On our tests, ___shows the most correlation with test
2) outside of the MAPS dimensions, ___also shows a high correlation with Exam I
3) rank from most to least correlated with our tests (SES, grades, SAT)

Back 30

1) effort
2) SAT
3) SAT, SES, grades (GPA)

Front 31

Ok, so intelligence may matter for average people, but what about the very high ends? Does having extremely high intelligence vs. above average intelligence really make a difference?
1) paper says that IQ has ___
2) wanted to say that intelligence is a ___and doesn't ___
3) there is___ that those scoring at the very top of the range in standardized tests are likely to have more successful careers in science

Back 31

1) no predictors
2) faulty concept; predict anything
3) little evidence

Front 32

Park, Lubinski, & Benbow
1) Study of mathematically precocious youth: score in ___of quantitative SAT by age __; followed up to 25 years later
2) did this at 13 because by __ would be making ___
3) the ceiling is at ___
4) when the score stops at ___, everyone that would get an ___or __just stops at __

Back 32

1) top 1%; 13
2) 17; 800s
3) 800
4) 800; 800; better; 800

Front 33

Results from Park, Lubinski, & Benbow
1) On the X axis their __ and on Y axis you have proportion of them getting ___ and percent with ___
2) The ones with master degrees: the top of the top are getting ___ than just the ones that are ___

Back 33

1) test scores; patents; publication
2) much more patents; at the top

Front 34

Bringing It Back to Personnel Selection: Example
1) Microsoft recruited about 2,000 Ph.D level students/scientists and then administered several rounds of math, IQ, and programming tests, to narrow the applicant pool to the top 150. Out of these, 20 were hired. By using ___ to inform recruiting strategies for a highly educated applicant pool, Microsoft's research center has already developed a worldwide reputation

Back 34

1) cognitive-ability assessments

Front 35

__: Personality and Perseverance for Long Term Goals (think about me and my motivation with school)

Back 35

GRITS

Front 36

GRIT: Personality and Perseverance for Long Term Goals: (Y) yes and (R) for no
1) New ideas and projects sometimes distract me from previous ones
2) setbacks don't discourage me
3) I have been obsessed with a certain idea or project for a short time but later lost interest
4) I am a hard worker
5) I often set a goal but later choose to pursue a different one
6) I have difficulty maintaining my focus on projects that take more than a few months to complete
7) I finish whatever I begin
8) I am diligent

Back 36

1) R
2) Y
3) R
4) Y
5) R
6) R
7) Y
8) Y

Front 37

West Point: many people don't make it past the first summer (1/20); Duckworth was interested in the scoring system that West Point uses to admit people but she is also interested in GRIT
1) FINDINGS: ___is not doing much--because everyone that got in is qualified
2) FINDINGS: those in the higher quartiles of GRIT scores (with higher GRIT scores) had ___
3) Remember: GRIT is...

Back 37

1) whole candidate score
2) higher retention rates
3) the personality and perseverance for long term goals

Front 38

2005 Scripps National Spelling Bee:
1) Results: the higher the GRIT the ___
2) the two outcomes of interest were __ reached in the national competition and ____ in which children had participated
3) how does GRIT relate to the big five? Found that GRIT by and large was predicted by __

Back 38

1) further you got in the spelling bee
2) final round; number of prior competitions
3) conscientiousness

Front 39

1) children's ___predicts health, wealth, and public safety
2) the more ___the ___you have (more __success)

Back 39

1) self control
2) self control; higher the social class; financial

Front 40

1) The____: her argument is that everyone in childhood misbehaves, but the ones who misbehaves more is going to have ___. If you misbehave more, you are more likely to __, which ___, etc.
2) ___ = screws you over as a kid, then later on
3) findings were consistent with ___
4) adolescents with ___ made mistakes, such as starting smoking, leaving high school, and having an unplanned baby, that could ensnare them in lifestyles with ___

Back 40

1) The Snare Hypothesis; lasting effects; smoke; lowers your health
2) one-two punch
3) one-two punch
4) low self-control; lasting ill effects

Front 41

PSY WEEK 7: Lifespan Development

Back 41

Lifespan Development

Front 42

Lifespan Development: (Emphasis on ___)
1) ___designs
2) ___

Back 42

Lifespan Development (Emphasis on Cognition)
1) cross-sectional & longitudinal
2) cognitive aging

Front 43

Individual Differences in Cognitive Change Chart: Moray House Test (MHT) scores at age __ and age __
1) IQ score at 11 and at 80-- seems to be a __relation between what your scores are at 11 and 80; correlation of ___--is __but not ___
2) this scatterplot tells us: it is ___but there does seem to be a __relationship between your scores at 11 and your scores later on
3) there is __in change (some people are __and some people are ___)

Back 43

MHT--IQ scores at age 11 and age 80
1) relatively strong; .66; pretty stable; perfectly
2) not perfect; positive
3) variation; going up; going down

Front 44

Distributions of Cognitive Changes among Older Adults (__)
1) instead of distribution of scores, it’s a distribution of ____
2) can see: some people are __, some are ___ (there is ___ in spite of very standardized way of living)
3) Good because they have the ___&___
4) Also they are ____after___
5) differences of scores over __

Back 44

Older Adults (Clergy)
1) differences in scores
2) going up; going down; variation
3) same routine & lifestyle
4) donating their brain; they die
5) 10 years

Front 45

Correlates of Individual Differences in Developmental Changes? what are the hypothesized correlates?

Back 45

1) personality factors?
2) mental exercise
3) engaged lifestyle
4) exercise
5) education

Front 46

Hypothesized correlates of Individual Differences in Developmental Changes?
1) like crossword puzzles
2) keeping up with current events
3) physical shape
4) __
5)__

Back 46

1) mental exercise
2) engage lifestyle
3) exercise
4) education
5) personality factors

Front 47

1) Education has been reliably linked to ____
2) when looking at the data: those who didn't graduate from high school had __incidence rates for dementia than those who did graduate from high school and had greater than or equal to 12 years of education
3) the rate of dementia amongst people who have 12+ years of education is __ than those who are not educated
4) how do you classify dementia?

Back 47

1) risk for dementia
2) higher
3) much lower
4) cognitive tests, then interview

Front 48

Does this mean that education protects against age-related cognitive declines?
1) The ___ predicts "____cognitive and functional decline in individuals with higher educational attainment"
2) he is not simply predicting that there is a ___ rate of dimentia in non educated people, he is actually predicting that there is a ___ in individuals with higher education

Back 48

1) Cognitive reserve hypothesis; slower
2) higher; slower rate of decline
(think: reserve= slower)

Front 49

The late-life relations between education and cognitive performance could reflect:
1) a relation between the quality of ___ and rates of age-associated____(___)
2) the persistence of ___ relations that have existed since earlier adulthood (___); this is another possibility that could possibly account for the differences in dimentia; they declined at___, but since people at bottom were closer to threshold, they passed it

Back 49

1) earlier life environment; cognitive declines (moderation of differences/ differential aging)
2) education-cognition; (stability of differences/uniform aging); same rate

Front 50

The late-life relations between education and cognitive performance could reflect: what could cause this pattern?
1) high education declines __and starts the __; those with lowest education decline __and start __ (moderation of differences--it is ___)
2) second possibility: people with higher education have ___cognitive performance, declines at __rate compared to those with low cognitive ability; the ___ is crossed more by those with ___; __of differences

Back 50

1) less; highest; fastest; lowest; NOT constant across time
2) higher; same; threshold; lower education; stability

Front 51

How do we test this?

Back 51

1) cross-sectionally
2) longitudinally

Front 52

1) compare different people at different ages
2 )when you are following the same people over time at different ages

Back 52

1) cross-sectional data
2) longitudinal data

Front 53

Cross-Sectional Results from Baltes Education and Age Differences in Performance?
1) these are different people at different ages; separating them into ___and___groups
2) they are declining at ____ ***
3) tested different people based on above and below ___
4) finding out whether or not the difference between higher or lower education groups is ___
5) there was ___of the test score gap between ages---this seems to agree with the ___hypothesis for ___

Back 53

1) low and high life history groups
2) same rate, just starting at different points (went with the second possibility)
3) average life circumstances
4) different at different ages
5) no widening; stability of differences; cross-sectional

Front 54

Longitudinal Results for Tucker-Drob: Education and __ year changes in Performance
1) Education--> ___:__
2) Education--> ___:__
3) ___significant at p<.05
4) __ power for a small effect (r = __)
5) this would show that ___*IMPORTANT*

Back 54

Longitudinal: Education and 5 year changes in performance
1) Education--> Reasoning Slope -.13
2) Education--> Speed Slop -.13
3) neither parameter
4) 80% (r = .25)
5) people with higher education are declining at a faster rate (complete opposite of what was mentioned earlier)

Front 55

Longitudinal Results for Tucker-Drob: Education and 5 year changes in Performance
1) tests of ___ and __
2) education predicting ___
3) education predicting ___
4) people with more education are declining ___than people with low education (which is __ of what was mentioned earlier)

Back 55

1) reasoning; speed
2) reasoning
3) speed
4) MORE; opposite

Front 56

Cross-Sectional vs. Longitudinal data results for higher vs. lower education and cognitive ability:
1) cross-sectional found that high vs low education declined ___
2) longitudinal data found that high vs. low education declined___

Back 56

1) at same rate, just started at different points (stability of differences; uniform aging)
2) high education declined faster/more than low education (opposite of what was mentioned earlier)

Front 57

Salthouse (2005)

1) this is ___
2) looks that there is evidence for _____
3) have shown there is ___ in decline
4) people are starting off at ___ but they are declining at ___
5) showing that people who like to think more ___ maintaining their abilities to any __extent than those who think less

Back 57

1) cross-sectional
2) STABILITY of differences
3) variation
4) different levels; similar rates
5) are NOT; greater

Front 58

Cross-Word Puzzles & Cognitive Aging (Dementia)
1) there was ___of crossword puzzles being related to cognitive aging (decline)
2) no evidence that crossword puzzles is related to ___

Back 58

1) no evidence
2) cognitive aging/decline

Front 59

Consequences of Cognitive Aging (decline) for Real-World Tasks (Baltes:___)
1) ex: __

Back 59

(Selective Optimization with Compensation)
1) Salthouse's typing experiment

Front 60

Salthouse's Typing Experiment:

1) take typists, differ in ___, their ___is the same
2) give them a test where they have to just push a button when shown a word, and the ___suck at it, which is very close to __
3) this is ___optimization with ___
4) selectively ___to compensate for your deficits

Back 60

1) age; speed of typing
2) older typists; typing speed
3) selective; compensation
4) choosing strategies

Front 61

Salthouse's Typing Experiment:

1) you only get to see one letter in advance, you are __to respond
2) when getting to see two letters in advance, the slow and fast typists are ___
3) __ keep benefiting, but at some point the ___ AREN'T benefiting anymore (when reach certain point)
4) the more letters you get to see in advance, the ___ your typing rate is correlated with age (by allowing people to look further in advance, you are allowing ___)
5) so older typists were __in tapping rate but were not in ___, apparently bc they were more sensitive to characters ___ of the currently typed character than young typists

Back 61

1) very slow
2) improving their speed
3) fast typists; slow typists
4) less; older people to compensate
5) slower; speed of typing; farther in advance

Front 62

Cross-Sectional & Longitudinal Designs: Strengths & Limitations?
1) there is a __between cross sectional and longitudinal designs-__between outcomes
2) maybe not better because they are younger, but just because they have had a __; ___

Back 62

1) discrepancy problem; differences
2) better education; cohort difference

Front 63

Cross-Sectional & Longitudinal Designs: Strengths & Limitations?

1) cross-sectional-people are always being tested ___, but just have different people of different ages (comparing people of ___)
2) longitudinal-you are following the __ over time

Back 63

1) in the same year; different ages
2) same people

Front 64

PSY 345: Week 7 Thursday

Back 64

Week 7

Front 65

Explanationing the Cross Sectional-Longitudinal Discrepancy
1) study that argued that ___ is more important when determining intelligence across the lifetime; people can differ based on the ___, not meaning that they are getting ___ as they get older

Back 65

1) longitudinal data; year they are born; less intelligent

Front 66

Cohort Effects
1) if there are cohort effects, may be ___

Back 66

1) over estimating

Front 67

Selective Survival/Mortality

1) only people who would be more likely to come back are the people who are ___; if mean score didn’t change at all, would see a___
2) ___-what would happen if smart people decided NOT to stay in the study; If less intelligent people are ___, we find that we think people are gaining when they are not (__)
3) Same when more intelligent people are ___
4) ___- more likely to drop out of the study

Back 67

1) smarter; a flat line
2) negative selection; dropping off; (overestimate)
3) dropping off
4) less intelligent

Front 68

Selective Survival
1) the people who survive in the longitudinal study, what if they differed in their ___ relative to the people who decided to ___
2) if we take people out of the lower end of the distribution, then we think the distribution is ___, which is an ___

Back 68

1) intelligence; leave the study
2) positive; overestimate

Front 69

Longitudinal Selectivity in Aging Populations: Berlin Aging Study (BASE)
1) on average, people were ___ of age at baseline
2) people who survived were ___ at baseline
3) Not only are ___ more likely to survive, they are more likely to ___ in the study—reason if you are older, maybe ___ interfere with your ability to participate
4) ___ in this sample didn’t predict survival
5) ___ people seem to like to stay in the study
6) For some reason the more intelligent people ___

Back 69

1) 85 years
2) younger
3) younger people; continue to participate; health conditions
4) education
5) more educated
6) are not dying

Front 70

Longitudinal Selectivity in Aging Populations: Berlin Aging Study (BASE)

1) Seems ___, ___, and ___ people stay in longitudinal studies—maybe because more motivated, more able-bodied to continue participating
2) When you follow people longitudinally, every time point, you are collecting more __ (it is going to ___); cross sectional may have this problem to some extent; longitudinal has these problems at even greater extent—about __ to stay in the study
3) overall effects: going to ___DECLINE

Back 70

1) younger; more educated; smarter
2) positively selected; overestimate; motivation
3) underestimate

Front 71

Cohort Effects:
1) Cross sectional
2) Longitudinal

Back 71

1) no cohort effects
2) cohort effects

Front 72

Practice Effects:
1) If you take the test more than once, going to be ___ with it, going to __your score
2) had two same types of tests but ___; when you take different tests you ___and same tests___;the same items are going to matter- if they have seen those exact same ones before, that is going to be helpful
3) Spatial visualization-___ make you do better; having ___ can actually interfere with the boost that they otherwise get
4) Proof of concept: seeing same test or different version of test can result in ___of results
5) Longitudinal –____
6) Cross-sectional – ____

Back 72

1) more familiar; increase
2) different questions; still get a boost; get a boost
3) different items; same items
4) boost
5) no practice effects
6) practice effects

Front 73

Wait-List Control Approach

You are recruiting a large sample of participants
1) ½ of them say great we will see you in 15 years
2) Other ½ ___ say see you in 15 years
3) See these 2 groups ___, but for some reason there is a ___
4) People who have one extra experience with the test are doing ___

Back 73

2) take test
3) shouldn't differ at all; 15 year difference
4) much better

Front 74

Variable Retest Interval Approach

1) get a___ if you are actually measured
2)___ if you skipped, weren’t measured
3) everyone gets measured at___
4)___approach--everyone is getting measured___, while some are getting measured twice over a ___, some are getting measured twice over 2 years,3 years, 4 years, etc.
5) here it is not the case that everyone that has had testing has had the ___ of time pass, they have had __ amounts of time pass

Back 74

1) square
2) circle
3) baseline
4) variable retest interval approach; twice; time lag of one year
5) same amount; different

Front 75

Results of Variable Retest Interval Approach show:

1) being tested over a short period of time is __ than being tested over a long period of time

Back 75

1) better

Front 76

Horn & Donaldson:
1) bias in ___
2) people who get the test twice ___
3) we should be trusting the ___more

Back 76

1) longitudinal studies
2) know it better
3) cross-sectional data

Front 77

Horn & Donaldson:
1)___ is irrelevant here
2) measuring them at ___, at ___ but not the same people

Back 77

1) cohort effect
2) different ages
3) different times

Front 78

Mean Age Trends in Personality: Predictions?
1) Personality Development--___in results of PERSONALITY over time between cross-sectional and longitudinal data
2) there is a pretty good agreement between __for __over time

Back 78

1) no difference
2) cross-sectional and longitudinal data; personality

Front 79

Mean Age Trends in Personality:
1) see increases in ___&___, decreases in ___with age
2) in this study, ___ is picking up more of social vitality and social dominance
3) ____declining,___going up
4) There are possible ___ here-would probably lead to discrepancy between cross-sectional and longitudinal data
5) __is going down

Back 79

1) agreeableness & conscientiousness; neuroticism
2) extraversion
3) openness; agreeableness
4) cohort effects
5) social vitality

Front 80

1) most people become more dominant, agreeable, conscientious, and emotionally stable over the course of their lives; these changes point to increasing psychological __over development, from adolescence to middle age
2) __can be defined as the capacity to become a productive and involved contributor to society, with the process of becoming more planful, deliberate, and decisive, but also more considerate and charitable

Back 80

1) the maturity principle; maturity
2) maturity

Front 81

What about Individual Differences?
1) rank order ___
2) the higher the correlation, the ___
3) personality tends to be ___; not looking at __
4) WITH age, we see that personality ___
5) each of the big 5 seems to be approx. __ (however that is not looking at __)
6) as people are getting older, the stability ___
7) so, if first point is when they are older they prob ___as if first point when younger

Back 81

1) stability
2) higher the stability
3) pretty stable; age
4) gets more stable
5) equally stable; age
6) increases
7) wont change as much

Front 82

1) the relative consistency of personality traits continues to increase throughout the life span

Back 82

1) cumulative continuity principle

Front 83

Cumulative Continuity Principle of Personality:

1) as you are getting older, your environment ____
2) maybe people who are more emotionally stable help __ themselves from personality change
3) maybe people, as they get older, are selecting ___—if extravert, choose to hang out with more extraverts and it just enhances your extravert personality

Back 83

1) is getting more stable
2) buffer
3) evoking environment

Front 84

Possible Bases for Cumulative Continuity of Personality:
1) the cumulative effects of living in a __ and the decreasing occurrence of experiencing __environments with age
2) the continuous action of the __over long periods of time
3) the action of traits or cognitive structures that aid in __and___
4) transactional processes whereby individuals select environments that are ___ with their personalities, which in turn reinforce those personality traits that lead them to select them
5) the strengthening of a sense of ___ over time, that guides individuals to behave increasingly __and select their experiences to be in line with individual personal identities

Back 84

1) stable environment; novel
2) same genes
3) resiliency; emotional stability
4) consistent
5) personal identity; consistent

Front 85

1) ___-personality trait development is not a continuity vs. change proposition
2) rather, continuity and change ___ due to the ___
3) the empirical observation-the most likely effect of life experience on personality development is to __ the characteristics that lead people to those experiences in the first place

Back 85

1) the corresponsive principle
2) coexist; corresponsive principle
3) deepen

Front 86

Example of ___:
if people assume more leadership positions because they are more dominant, then they will become more dominant through their experience as leaders

Back 86

1) the corresponsive principle

Front 87

Main point of the corresponsive principle:

1) experience ___, it ___ those personality characteristics

Back 87

1) doesn't change; enhances

Front 88

Adolescent Delinquency:
1) between ages 10-20 you get a ___
2) impulse control system is ___
3) sensation seeking __
4) result is a spike in ___without ___during mid adolescence
5) sensation seeking is __with impulse control___

Back 88

1) big spike in arrest
2) slow to develop
3) early
4) risk taking; thinking
5) high; low

Front 89

1) a trait defined by the seeking of varied, novel, complex, and intense sensations and experiences, and the willingness to take..risks to attain them
2) problem: problem ___ is maturing earlier than ___—no self control so you just do them

Back 89

1) sensation seeking
2) sensation seeking; impulse control

Front 90

Examples:
1) I enjoy new and exciting experiences, even if they are a little frightening or unusual
2) I like to stop and think things over before I do them

Back 90

1) sensation seeking
2) Impulse Control

Front 91

1) better evidence for delinquency would come with ___
2) does seem that we have good longitudinal data that goes from ___ to ___

Back 91

1) longitudinal data
2) sensation seeking; delinquency

Front 92

Are Age Related Increases in Sensation Seeking Responsible for Age Related Increases In Delinquency?
1) Indirect evidence: at any given age sensation seeking and delinquency are correlated at ___ in the population; the correlation is __, so __is likely to be going on somewhere; both SS and DEL undergo rapid __in very early adolescence

Back 92

1) .36; significant; causation; increases

Front 93

Are Age Related Increases in Sensation Seeking Responsible for Age Related Increases In Delinquency?
Better Evidence:
1) do the 2 change together at the individual level? ___
2) do levels of one precede and predict future levels of the other? ___
3) correlation between individual differences in change in SS and change in DEL = __

Back 93

1) correlated changes
2) temporal precedence: cross-lagged effects
3) .42