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Personality exam 1
Chapters 1-4
| Question | Answer |
|---|---|
| Personality definition | An individual's characteristic pattern of thoughts, emotion, and behavior, together with the psychological mechanisms--hidden or not--behind those patterns |
| A of personality | Affect (emotions, feelings, moods) |
| B of personality | Behavior (behavioral tendencies, responses to situations, activity choice, etc.) |
| C of personality | Cognition (thoughts, perceptions, interpretations; includes competencies, goals, strivings, and plans) |
| Trait approach | Focuses on individual differences in traits; assessment |
| Biological approach | Personality as a psychophysical, biological system |
| Psychoanalytic approach | Focuses on unconscious mind |
| Phenomenological approach | Focuses on each individual's unique, subjective experience of the world; focuses on immediate consciousness |
| Behaviorism approach | Focuses on individual differences in behavior; personality is the result of different learning histories |
| Social learning approach | Behaviorism + cognition; observational learning and modeling |
| Cognitive approach | Personality as thought processes; goals, schemas, strategies |
| Cultural approach | Focuses on cultural differences in traits, conceptions of the self, etc. |
| Levels of functioning | Level 1: Dispositional traits Level 2: Personal concerns Level 3: Identity |
| Level 1 of functioning | Dispositional traits (ex. extraversion, dominance, conscientiousness); comparative, nonconditional |
| Level 2 of functioning | Personal concerns (motives, needs, goals, strategies); contextualized; linked to developmental stages, time/place, and role |
| Level 3 of functioning | Identity; who am I?; coherent and unified sense of self; measured via "life story" method |
| Qualities of clues/data | Reliability, validity, generalizability |
| S-data | Self judgements (ask the person to describe themselves); most common; most personality scales/tests |
| Advantages of s-data | Best expert, causal force, simple and easy |
| I-data | Informants judgments; collect descriptions from others who know the subject well (ex. family members, supervisors, teachers, friends) |
| Advantages of i-data | Large amount of information, real world bias, common sense, causal force |
| Disadvantages of i-data | Limited amount of information, can be biased, can be subject to error |
| Disadvantages of s-data | Social desirability concerns, maybe they can't tell you, overused |
| L-data | Outwardly visible, concrete, and objective real life outcomes of possible psychological significance (ex. alive or dead, income, arrest records, etc.) |
| Advantages of l-data | Intrinsic importance, psychological relevance |
| Disadvantages of l-data | Multi-determination (caused by many things) |
| B-data | Direct observations of what the person actually does; watch how they behave or perform (ex. videotaped lab behavior: number of times interrupted partner, number of topics introduced, etc.) |
| Advantages of b-data | Can gather from any context, objective and quantifiable |
| Disadvantages of b-data | You don't necessarily know what the behavior means (appearances can be deceiving) |
| Which source of data is best? | All have advantages and disadvantages; researchers must carefully consider which is best for what they are trying to study |
| Types of research designs | Case study (single thing), experimental method, correlational method |
| Personality assessment definition | The enterprise of trying to accurately measure characteristic aspects of personality; determining relative standing on personality characteristics |
| Projective tests | Asked to respond to ambiguous stimuli; idea is that you project something about yourself onto the stimuli; gets at inner workings of the mind (ex. Rorschach and TAT) |
| Objective tests | Items and responses are more objective; assumed to mean the same thing to different people (ex. MMPI, NEO-FFI, CPI, "I am uncomfortable... , I often feel..., rated from 1= strongly disagree...) |
| Test construction methods | Rational, factor analytic, empirical, combinations |
| Rational method | Generate items that seem to be directly, obviously, logically, and rationally related to the construct your are trying to measure; guided by theoretical definitions of the characteristic (ex. shyness) |
| Conditions for rational test validity | Each item must mean the same thing to the respondent / test constructor; the person who completes the test must be able to report/make an accurate self assessment; all items must be valid indicators of the construct |
| Factor analytic method | A statistical method designed to identify groups of items that co-vary or correlate with one another; each group of items forms a "factor" |
| Steps in factor analytic method test | 1. Generate large set of items 2. Administer to large number of people 3. Run factor analysis 4. Look for co-varying / correlating groups 5. Read content of items, decide commonality, name the factor |
| Empirical method | Let reality speak for itself; concerned with ability of test to predict external criteria; data determine which items are included on the test; not concerned with content of items |
| Steps in empirical method test | 1. Generate large set of items 2. Identify groups who differ on measurement 3. Administer test 4. Look for discriminates in group (items that are answered different by each group) |
Created by:
lreyna
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