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Conscious
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Personality Psych
Exam 2 Study Guide
| Question | Answer |
|---|---|
| Parts of the typographical model | conscious, pre-conscious, unconscious |
| Conscious | part of mind that is aware |
| Pre-conscious | part of mind that can become easily aware (memories) |
| Unconscious | one-way part of mind not aware and cannot become easily aware of (dark memories, urges) |
| Parts of the structural model | Id, ego, superego |
| Id | - Inherited, instinctive, primitive aspects of personality |
| Ego | - Develops from Id and takes some of Id’s energy for own use - Reality principle- takes reality in account in addition to wants and desires - Tries to express Id’s impulses effectively |
| Superego | - Develops last - Develops from incorporating parental and societal values -Morality principle- should always do what is morally right |
| Defense mechanisms: denial | refusing to believe source of anxiety exists |
| Defense mechanisms: repression | putting anxiety-inducing thoughts outside of conscious awareness (person is unaware ego is doing this) |
| Defense mechanisms: projection | ego reduces anxiety by taking uncomfortable impulses off self and placing them on others |
| Defense mechanisms: rationalism | finds rational explanation (excuse) for a behavior or outcome |
| Defense mechanisms: intellectualization | think about threats in cold, analytical, and emotionally detached terms |
| Defense mechanisms: reaction formation | prompts behaviors opposite of the anxiety-inducing impulse |
| Defense mechanisms: sublimation | re-directs unhealthy impulse into socially acceptable or constructive activity |
| Defense mechanisms: displacement | moving trouble impulse onto different, less threatening object |
| Free Association definition | talking freely; saying whatever comes to mind |
| Parapraxes defintion | accidents that provide insight into a person’s true (unconscious) desires |
| Manifest content vs. latin content | Manifest content- what happened in the dream Latent content- unconscious desires (symbolism, meaning) hidden beneath the surface |
| Freud extensions: Anna Freud | - Emphasized “normal” development of ego - Worked to fully develop defense mechanisms |
| Freud extensions: Carl Jung | - Collective unconscious - Archetypes - Ego attitudes and functions |
| Collective unconscious definition | shared, inborn set of memories/ ideas specific to species |
| Alfred Alder | Inferiority complex- belief that one is of lower status or weaker than others Compensation- to react against perceived inferiority with assertiveness |
| Freud's theories with modern empirical support | - importance of non-conscious processes - Importance of past/childhood events |
| Freud's theories without modern empirical support | - typographical model - structural model - repressed emotions - dream analysis - projective tets - psychosexual stages of development |
| Freud's theory with mixed modern empirical support | - defense mechanisms - psychoanalysis therapy |
| CHAPTER 10 | CHAPTER 10 |
| Define Learning | change in behavior due to experience |
| Describe the assumptions of radical behaviorism | - don't study the mind, it is unknowable - we start as a "blank slate" until experiences occur - people are passive, the world acts on us |
| Describe the process of classical conditioning | learning by associating one stimulus with another |
| Define unconditioned stimulus and response | - a stimulus that naturally and automatically triggers a reflexive response without any prior learning or conditioning - a natural, automatic, and unlearned reaction to a stimulus |
| Define conditioned stimulus and response | - a learned stimulus that, through association with an unconditioned stimulus, triggers a conditioned response - an automatic response established by training to an ordinarily neutral stimulus |
| Describe the process of operant conditioning | - learning through consequences (rewards and punishments) |
| Define positive reinforcement and punishment | reinforcement- something is added to increase likelihood of behavior occurrence again punishment- something is added to decreases likelihood of behavior occurrence again |
| Define negative reinforcement and punishment | reinforcement- something is taken away to increase likelihood of behavior occurrence again punishment- something is taken away to decreases likelihood of behavior occurrence again |
| Explain how classical conditioning is different from operant conditioning | operant conditioning is learning through consequences, and classical conditioning is learning through associating one stimulus with another |
| Describe the basic tenants and assumptions of Social Learning Theory | 1. learning is a cognitive process 2. Learning takes place in a social context 3. Learning is active not passive |
| Define observational learning | learning that occurs through observation alone |
| Define reciprocal determinism | behavior, cognition, and environment all mutually influence each other |
| Define schema | mental organizations of information (knowledge structures) |
| Define script | a person’s knowledge about sequence of events expected in a specific setting (script for events) |
| Define semantic memory | conscious long-term memory for meaning, understanding, and conceptual facts about the world |
| Define episodic memory | memory for events and experiences |
| Define procedural memory | knowing how to do something |
| Describe the difference between explicit and implicit memory | Explicit (declarative) memory- conscious, intentional recollection of factual information, previous experiences, and concepts Implicit memory- unconscious or automatic memory |
| Define self-schema | cognitive generalizations about the self, derived from past experience, that organize and guide the processing self-related information |
| Define attribution | inferring the cause of an event |
| Describe different attribution biases | Hostile attribution bias- tendency to interpret the behavior of other people as having hostile intentions |
| CHAPTER 4 | CHAPTER 4 |
| Explain the difference between a trait vs. a type | Typologies- a way of understanding personality by classifying into one of several possible types Traits- stable individual differences |
| Explain why personality psychologists prefer to think of people scoring along continuous trait dimensions | Things that we think are opposites are sometimes actually independent (possible to be both!) a continuum allows it to not just be one or the other |
| Define lexical hypothesis | the most important differences between people will be encoded in language (i.e. we will have a word for it) |
| Define factor analysis | statistical tool for reducing many things into smaller groups/categories |
| Explain how lexical hypothesis and factor analysis contributed to the development of the Big Five | factor analysis reduces words (lexical hypothesis) into smaller facets |
| Define each of the Big Five traits | Openness, contentiousness, extraversion, agreeableness, neuroticism |
| Define strong situation | a situation that pressures people to behave in a certain way, leading to similar responses across people |
| Define and be able to give an example of a person x situation interaction | both personality traits and situations combine (interact) to influence behavior ex. person sees an bee and decides to/not to swat it |
| Discuss findings from how the Big Five applies across cultures | The most important differences between people can captured by a distinct number of dimensions that apply to everyone; however, not perfect |
| Discuss why the Big Five is supported by the majority of personality researchers today | makes testable and falsifiable predictions, supported by data, parsimonious, maybe comprehensive? |
| Discuss some of the critiques of the Big Five model | 1. Should we have six factors instead of five? 2. Traits describe but don’t really explain behavior. 3. Is the Big Five too simplistic? |
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addisonswenson
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