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Personality exam 4
Chapters 13, 14, and 17
| Question | Answer |
|---|---|
| Individualistic orientation | Emphasis is put on developing separate identity with own set of likes and dislikes |
| Collectivistic orientation | Emphasis is put on the group or family identity |
| What is valued in individualistic orientation? | Independence, autonomy, and self reliance |
| What is valued in collectivistic orientation? | Interdependence, conformity to group norms, and compliance with authorities |
| Self concept | -Foundation of our sense of identity -Organized and integrated sense of who we are |
| How is self concept affected by culture? | Content and structure |
| How is self concept contextually affected by culture? | -What do I think of myself? -Descriptive statements about the self ("I am...") |
| How is self concept structurally affected by culture? | -Why do I use these categories to describe myself? -Roles or relationships? Stable psychological attributes? |
| Independent self | Uniqueness, autonomous, stable internal attributes are central |
| Interdependent self | Uniqueness not emphasized, connectedness to others, internal attributes important but are not central |
| Incremental self theory | -Abilities and traits are malleable (can be changed) -Attributes are acquired over time -Improvement is possible -Effort is emphasized |
| Entity self theory | -Ability and traits are fixed (cannot be changed) -Attributes are inborn -Change is unlikely |
| Incremental self theory example | -Testing for college (achievement based) -Encounter failure? Attribute it to effort |
| Where is incremental self theory the most common? | More likely in collectivist cultures which emphasize interdependent selves |
| Entity self theory example | -Testing for college (ability based) -Encounter failure? Attribute it to ability |
| Where is entity self theory the most common? | More likely in individualist cultures which emphasize independent selves |
| Where are the more individualistic cultures? | -English speaking countries (US, Great Britain, Australia, Canada) -Western Europe (France, Germany, Italy, Sweden) |
| Where are the more collectivistic cultures? | -Asia (China, Korea, Japan, Malaysia) -Latin America (Brazil, Peru, Argentina) -Africa (Kenya, Tanzania) -Southern Europe (Greece, Turkey) -South Pacific (Cook Islands, Fiji) |
| Similarity in the Big Five across cultures | If something represents an important difference between individuals, then humans around the world should have developed a word for it in their language |
| Differences in the Big Five across cultures | -Mean level differences -May not capture all of the important ways people differ across cultures |
| FFM mean levels (US) | 50 across the board |
| FFM mean levels (France) | O- 54.1 C- 47.4 E- 47.3 A- 52.1 N- 55.4 |
| FFM mean levels (Germany) | O- 56.7 C- 46.7 E- 47.3 A- 49.1 N- 52.8 |
| FFM mean levels (Italy) | O- 52.6 C- 50.4 E- 46.6 A- 48.9 N- 46.6 |
| Chinese Personality Assessment Instrument | -Dependability -Interpersonal relatedness -Social potency -Individualism |
| Dependability (Chinese) | -Overlaps neuroticism -Trustworthiness, optimism, responsibility |
| Interpersonal relatedness (Chinese) | -Does not overlap with anything Relational orientation, harmony, tradition |
| Social potency (Chinese) | -Overlaps extraversion -Leadership, adventurousness, extraversion |
| Individualism (Chinese) | -Overlaps agreeableness -Logic, self orientation, defensiveness |
| Big Five (Filipino) | Big Five plus negative valence and temperamentalness |
| Big Five (Spanish) | -Positive valence -Negative valence -Positive emotion -Negative emotion -Conscientiousness -Agreeableness -Conventionality |
| Personality disorder | Inflexible, and maladaptive patterns of perceiving, relating to, and thinking about the environment |
| How much of the general population has a personality disorder? | .5 to 2.5% |
| Defining features of a personality disorder | -Unusual attributes of personality -Tend to cause problems -Affect social relations -Stable -Ego syntonic (some disorders) |
| Cluster A (personality disorders) | -Odd or eccentric patterns of thinking/perceiving -Disorders of thinking and lack contact with reality -Schizotypal, Schizoid, and Paranoid Personality Disorder |
| Cluster B (personality disorders) | -Impulsive and erratic patterns of behavior -Disorders in relating with others -Histrionic, Antisocial, Narcissistic, and Borderline Personality Disorder |
| Cluster C (personality disorders) | -Anxious and avoidant emotional styles -Disorders of unhappiness and anxiety -Dependent, Avoidant, and Obsessive Compulsive Personality Disorder |
| Schizotypal personality disorder prevalence rates | .6 to 4.6% (slightly more common in males) |
| Antisocial personality disorder prevalence rate | .2 to 3.3% (more common in men than women) |
| Borderline personality disorder prevalence rate | 2% (75% are female) |
| Avoidant personality disorder prevalence rate | 2.4% |
| The Bad Five | -Negative affectivity -Detachment -Antagonism -Disinhibition -Psychoticism |
| Negative affectivity | -Vs. emotional stability -Tendency to feel negative emotions |
| Detachment | -Vs. extraversion -Tendency to withdraw from and avoid emotional contacts with others |
| Antagonism | -Vs. agreeableness -Includes deceitfulness, grandiosity, callousness, and manipulativeness |
| Disinhibition | -Vs. conscientiousness -Includes careless and impulsive behavior, lack of self control |
| Psychoticism | -Vs. openness -Tendency to have bizarre thoughts or experiences and exhibit eccentric or odd behavior |
| Father of Behaviorism | John Watson |
| UCS | Unconditioned stimulus |
| UCR | Unconditioned response |
| CS | Conditioned stimulus |
| CR | Conditioned response |
| Classical conditioning of fear | UCS (loud noise) -> UCR (cry) CS (rabbit) + UCS (loud noise) -> UCR (cry) Eventually CS (rabbit) -> CR (cry) |
| Stimulus generalization | Occurs when a stimulus that is similar to the CS elicits the same response (small furry animal -> cry) |
| Stimulus discrimination | Occurs when a stimulus that is similar to the CS does not elicit the same response (kitten -> no cry) |
| Second order conditioning | Occurs when a stimulus that has been associated with the CS elicits the same response (rabbit's cage -> cry) |
| Operant conditioning | -Behavior that operates on the environment to produce consequences -The nature of the consequence determines if the behavior is repeated in the future |
| Reinforcement | -Strengthens a response -Makes the behavior more likely to be repeated |
| Punishment | -Weakens a response -Makes the behavior less likely to be repeated |
| Rotter's expectancy value theory | Behavioral potential = f(expectancy & reinforcement value) |
| Behavioral potential | Probability in a particular situation that you will perform the behavior |
| Expectancy | Belief about how likely it is that the behavior will attain the goal |
| Reinforcement value | The subjective benefit of the goal (how much the goal or outcome is worth it to you |
| Rotter's expectancy value theory (example) | Likelihood that you will stay to finish the project = f( belief that finishing the project will lead to raise & how much that raise is worth to you) |
| Generalized expectancies | Beliefs about whether anything you will do will produce desired outcomes |
| Specific expectancies | Belief that a certain behavior at a certain time and place will produce the desired outcome |
| Efficacy expectations | -Generalized beliefs about own ability to impact outcomes -Belief that you can accomplish something successfully |
| Impact self efficacy = | Impact motivation and performance |
| Bandura's Reciprocal Determinism Model | The person, behavior, and environment all interact to determine one another |
| Personal factors <--> behavior | What you think, perceive, and intend affects your behavior and your behavior, in turn, affects you personal characteristics |
| Personal factors <--> environment | Personal characteristics evoke different responses from the environment and that, in turn, affects the development of your personal characteristics |
| Environment <--> behavior | Behavior is controlled by the environment and behavior changes the environment |
| What does CAPS stand for? | Cognitive affective personality system |
| CAPS | -What you think about the world is "all important" -Personality is the stable system that guides how we perceive, interpret, and react to social cues. |
| Cognitive and behavioral construction competencies | Mental abilities, behavioral skills, IQ, social skills, creativity, aptitudes, training |
| Encoding strategies and personal constructs | Ideas about how the world is organized or structured |
| Subjective stimulus values | Beliefs about probability of attaining a goal if it was pursued (like expectancies) |
| Self regulatory systems and plans | -Self control, self reinforcement, selection of situations -Control over own thoughts |
| Mischel's CAPS Model (if-then) | -Personality is best conceived of as a set of if-then contingencies -Ex. if sociable person meets stranger, then she will be friendly. If the individual is shy, then she will withdraw -BUT more complicated when you add more situational contingencies |
| Mischel's cognitive person variables | -Cognitive and behavioral construction competencies -Encoding strategies & personal constructs -Subjective stimulus values -Self regulatory systems and plans -Affects |
Created by:
lreyna