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55 Cards in this Set
- Front
- Back
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McAdams Overarching Framework for Understanding Different Levels of Analysis |
Explains how every individual is like all others, like some, and like none. -> Personality is expressed across three layers: dispositional traits, characteristic adaptations, and life narratives -> Evolutionary factors and human nature underly all broad personality factors -> All levels influenced by culture |
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McAdams Dispositional Traits |
Most common states a person experiences across situations and over time -> foundational level of personality -> overall style of adjustment and engagement to the social world/ relation as a social actor -> strong biological underpinning |
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McAdams Characteristic Adaptations |
Differences in goals, plans, values, self images, coping, relational patterns -> second layer = person as a motivated agent -> avoidance and approach -> influenced by traits -> context dependent and amenable to external influence |
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McAdams Life Narratives |
Internalized relatively coherent narratives of oneself that begin in late adolescence and early adulthood -> how we seek to make meaning of our lives and our identity in the world -> reconstructing the past and imagining the future to form a coherent narrative |
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McAdams Operationalization of Life Narratives |
Participants asked for provide detailed accounts of fivekey sceneswithin theirlife narrative: (1) high point, (2) low point, (3) turningpoint,(4) positive childhood event, and (5) negative childhoodevent Potential issues -> reconstruction of memory and relation of mood to affective memory content; level of introspection |
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Thomas and Chess temperament in early childhood |
Temperament = the characteristic way young children respond emotionally to people and objects -> nine temperament categories which comprise three temperament types -> easy: adaptable, cheerful, etc.; difficult: fussy, unpleasant mood, adapts slowly; slow to warm: shy, discomfort with new situations but less negative mood |
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Two ways of measuring personality consistency? |
1) Mean level: extent to which personality scores change/ shift over time 2) Rank level consistency: degree to which the relative differences between groups or among individuals remain stable over time |
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Morizot Montreal Two-Sample Longitudinal Study |
Compared white "representative" boys and white boys in the criminal justice system at ages 15, 17, 30, and 40 -> Found that disinhibition, negative emotionality, and extraversion/ positive emotionality showed rank level but not mean level consistency |
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Dunedin longitudinal study |
Grouped kids into 5 groups: well-adjusted, undercontrolled, inhibited, confident, and reserved and assessed them from 3-21 on 22 characteristics. -> undercontrolled at three associated with externalizing probs (agression, alienation, etc.) + criminal offenses + most suicide attempts + substance use -> inhibited at three assoc with internalizing probs (non-assertive, low social engagement/ support, higher depression, etc.) -> both associated with negative social outcomes |
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Goodness of fit Thomas & Chess |
Compatibility of childhood temperament and environment. Difficult children may elicit certain responses from parents and teachers Fit with physical and social environment (ADHD kid having a farm to run around on) Consequence of poor fit: harder to empathize with kid = kid low self -esteem |
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Global v Specific self-knowledge |
Global = generalized beliefs about a range of personal qualities (I'm worthwhile/ I'm useful) Specific = beliefs about specific qualities (I can speak french, I am afraid of spiders, etc.) Mid-level = moderate amount of info |
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Personal v Social self-knowledge |
Personal -> knowledge about traits and qualities Relational -> qualities relative to social roles and relationship (nurturing mother, etc.) Collective -> personal qualities associated w/ group membership (hard working woman) |
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Potentially negative outcomes of introspection |
When we don't know why we feel a certain way and try to generate reasons = lower satisfaction with our current state Ruminating -> focus on negative aspects of past/future, leads to negative interpretations, and lowers ability to find effective solutions |
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Potentially positive outcomes of introspection |
Forming a written narrative / writing about traumatic events led to positive health and well-being benefits (physical and psychological) -> Shows comparable effects to talking; more days/ longer = stronger effects -> insight comes from writing Less successful w PTSD, older adults, severe depression, cognitive processing deficits |
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What is the relationship between stigma and narrative writing outcomes? |
Those with a visible stigmatized identity (Latino, overweight) benefited more from writing about being a member of the general community, while those with a non-visible stigmatized identity (sexual minority) benefited more from writing about being a member of that ingroup. |
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Pennebaker et al content analyzed writing results |
Analyzed emotion words (positive and negative), causal words (because, reason, etc.), and insight words (understand, realize). Found the use of positive words assoc w more health benefits, and a U -shaped relationship w negative words (very high or low = bad); increasing in insight and causal words = benefit |
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Unrealistic Optimism |
Above-average effects-> we believe we are above average when we can't all actually be; 60% rated themselves in top 10% o of agreeableness and 25% rated themselves in top 1% Overestimation of the self-> we place too much confidence in judgment accuracy; as info increases, confidence, not accuracy is improved |
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Information Deficits |
We don't have the knowledge/ expertise needed to assess our own competence. However, we don't realized what we don't know and assume we know more. This leads to lack of insight. |
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Why do we have flawed self-assessments? |
1) unknown situational details 2) imperfect understanding of emotions and consequences (ex. women expect to respond with anger not fear to harassment; overestimate pain response) 3) we neglect lessons of experience 4) we fail to recognize all of these biases |
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Johari Window |
There is self-knowledge and other- knowledge. Hidden areas from others and blind areas from ourselves, as well as a "free activity area" in which self and other knowledge are both high. According to this model, social reality = reality. If everyone says I'm X, it must be true. |
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Gallrein et al. testing for blind spots |
Meta-accuracy -> I think you think I'm fair and you do think I'm fair Meta-insight -> I think I'm lazy but I think you think I'm not lazy Blind spots -> I think this but you actually think this |
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Mindsets |
A set of beliefs that create a framework for motivation Fixed mindset -> human qualities are fixed entities Growth mindset -> human qualities can be developed |
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Bronfenbrenner's Ecological Systems Theory |
People are embedded within layers of ecologies -> we can only truly understand an individual by understanding them within their multiple contexts -> human development is a dynamic interactive process |
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Layers of Ecological Environment |
Individual, Microsystem (family/ peer roles and relationships, Mesosystem (interacting among 2/more microsystems i.e. parents and teachers), Exosystem (distal systems that indirectly influence other systems i.e. policies), Macrosystem (cultural norms and values) |
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What are two components necessary for understanding someone's ecological environment? |
-> Individual psychology is based on internal and external processes -> Momentary behavior is situational, which means that it only represents a cross-section of someone's behavior |
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Independent vs. Collectivistic Cultures and Ecology |
Independent -> we see the person when we see behavior Collectivistic -> see the person in the context of the person, the interaction between the person and environment, and the setting itself |
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Afforded Psychologies |
Life-space contexts that shape development and enables or predisposes individuals to developing certain psychological characteristics and tendencies Includes: SES, family position, group identity, status, stigma, opportunity and resources |
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Example of how afforded psychologies influence individual psychology? |
Psychological qualities are not equally available to all people For example, if someone does not have opportunity, support, and encouragement for school, it will be harder for that person to sustain academic motivation *indirect influence* *not deterministic* |
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Confirmation Bias |
-> We look for evidence that supports our idea over evidence that contradicts it. -> Seek, interpret and create info that verifies our existing beliefs. -> Interpret ambiguous events in ways that confirm existing beliefs |
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Implications of Confirmation Bias |
If we believe that someone has certain personality traits, we interact with them that way, and they respond that way....sort of a self-fulfilling prophecy. Example: a male and female with same presentation get diagnosed with antisocial and borderline, respectively |
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Self-fulfilling Prophecy (three step process) |
The perceiver has expectations, the perceiver behaves in accordance with their expectation towards the target, and the target responds towards the perceiver. -> Rosenthal and Jacobson study; teachers told that certain kids were on the verge of intellectual spurt, those kids actually performed better |
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Six Basic Cross-Cultural Facial Expressions of Emotion |
Anger, fear, disgust, surprise, happiness, sadness, and sometimes contempt (7th) |
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Snap Judgments |
We are good at making snap judgments about attractiveness and trustworthiness; likely due to an evolutionary need to read facial expressions to determine danger. Initial impressions can influence later info; they stick. -> Thin slices ratings of professor's performance correlated with student evals |
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What traits do we mostly look for in others? |
-> Positivity/ negativity or warmth vs agression aka communion/ affiliation -> Power: confident or bashful and dominant or submissive -> Interpersonal circumplex: Power and love |
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Thin slices of behavior and SES |
Videotaped participants in one on one get to know you session. -> High SES Ps were more likely to show low dependence on others with disengaging behaviors (self-grooming ,fidgeting, doodling) -> Low SES Ps were more likely to engage by laughing, head nodding, and eye-gaze Observations of 60s clips correlated with SES |
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Self v. Other Assessments |
We usually overestimate how much we have learned about others through extrospection, but underestimate how much they have learned about us |
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Shelton & Richeson Race and Friendship study |
College students |
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Biological and Trait-Dispositional approaches to personality analysis |
Bio -> Genetic and biological environment influences personality factors; evolution favored certain behavioral patterns i.e. competence and autonomy TD -> Psychological traits (stable qualities and behavioral dispositions/ meaningful and stable aspects of people) are primary focus |
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Psychodynamic-Motivational and Humanistic levels of personality analysis |
Psychodynamic -> conscious and unconscious conflicts, motivations, and defenses explain consistencies and inconsistencies; conflict between impulses; roots in childhood Humanistic -> concerned with how the person views themselves, their subjective experience and identity |
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Behavioral-Conditioning and Social Cognitive levels of personality analysis |
BC -> behavioral and emotional patterns are influenced by learning and conditioning/ reinforcement SC -> personality is based on our social knowledge- the way we interpret situations and alter behavior; seek out situations congruent with ourselves/ personalities; expectations |
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What is personality? |
One's characteristic patterns of thought, emotion, and behavior that are relatively stable over time and consistent across situations. Unique patterns of coping with and transforming psychological environment Composed of outer appearance and inner experience |
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Personality as practice Social psych perspective |
1) certain behaviors feel easy to execute and are reinforced; nonconscious habits = behavioral manifestation of personality 2) personality is assessed through observable behaviors; problems: correspondence bias (btwn behavior and disposition, FAE / Actor-observer effect |
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What is the difference between self and other ratings of behavior? |
Others are as good at predicting a person's behavior as that person; close friends most accurate. Others are more accurate for certain activities. |
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What are the two main motivational systems? |
Promotion: world is full of possibility for nourishment and growth, and possible positive outcomes. Main motive = make good things happen * some goals need both* Prevention: world is full of duty, and goal is to maintain satisfactory states by preventing bad things. Main motive = absence of negative outcomes |
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What are social identities? |
Knowledge of social group membership and the emotional significance attached to them. Normative behaviors, feelings, values associated with social INGROUPS |
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Intersectionality of cultural identity |
Emphasizes the interaction of social identities and the meaning and consequences of those We fill multiple social identities simultaneously Identities influence privilege and stigma -> people can have both |
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Stage models of identity development components |
1) Identification with dominant/ high power group 2) Consciousness of own identity is raised 3) Strong identification with own identity Immersion into ingroup, rejection of outgroup 4) Consolidation of positive sense of social identity that includes dominant group *limitation = one size does not fit all!!* |
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Four dimensions of racial identity |
Current salience/ relevance of race to identity Centrality = extent to which racial identity is normative Ideology beliefs and opinions about how race members should live and interact Regard = positive/ negative feelings |
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D'Augelli Homosexual lifespan development model |
3 interrelated variables -> personal actions and subjectivities (self concept related to sexual life) Interactive intimacies -> inner circle response and interaction with partners Sociohistorical connections -> |
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Self-Discrepancey theory |
discrepancy between actual self and ideal or ought selves (self-guides) Incongruence between actual and ideal = lack of positive outcomes/ depression Incongruence between actual and ought = negative outcomes/ anxiety |
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Cross's model of Nigrescence 1-3 |
Preencounter - unconscious of race, idealizes whites, distances from "black" things Encounter - event that causes shift into consciousness of racism in one's life Immersion - learning more about culture, avoiding whites and whiteness. positive ingroup negative outgroup feelings "blacker than thou" |
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Nigrescence model 4-6 |
Emersion - beginning to reduce outgroup bias, information seeking Internalization - begins to have internalized identity and doesn't feel need to prove it; seeks connections with all people Commitment - black is one part of identity/ transcendence; activism across domains |
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Model of white racial identity development |
1) contact = ignorance 2) disintegration = consciousness and personal disorientation 3) idealization of whites and denigration of non 4) pseudo-independence = intellectualization ; others should be helped to be more white 5) immersion attempt to become nonracist 6) internalization of nonracist white perspective and acknowledge inequality |
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Cass homosexual identity model |
1) identity confusion / inner turmoil and anxiety 2) identity comparison / tentative commitment to a gay self/ negotiating reactions 3) identity tolerance / affiliation w gay people 4) identity acceptance/ outward w some inner struggle 5) identity pride / deep immersion; advocacy and anger 6) identity synthesis |
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What is emotion focused therapy for couples? |
rooted in attachment theory; therapist helps establish healthy interactions between partners help each partner to identify and express needs Most common cycle = withdrawer/ pursuer |
