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A theory that attempts to describe and explain similarities and differences in people’s patterns of thinking, feeling, and behaving |
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Psychoanalytic Perspective |
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Emphasizes the importance of unconscious processes and the influence of early childhood experience |
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Sigmund Freud’s theory of personality, which emphasizes unconscious determinants of behavior, sexual and aggressive instinctual drives, and the enduring effects of early childhood experiences on later personality development |
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Represents an optimistic look at human nature, emphasizing the importance of the self and fulfillment of potential |
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Social Cognitive Perspective |
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Emphasizes learning and conscious cognitive processes, including the importance of beliefs about self, goal setting, and self-regulation |
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Emphasizes the description and measurement of specific personality differences among individuals |
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What treatment did Joseph Bruer use to cure hysteria/catharsis and why did Freud eventually disagree? |
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Hypnosis - He realized the results were only temporary - Not everyone could be hypnotized |
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What method did Freud use with catharsis/hysteria patients? |
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Free association or the Talking Cure |
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A psychoanalytic technique in which the patient spontaneously reports all thoughts, feelings, and mental images as they come to mind |
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The conscious level of the mind |
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All things we are aware of at any given moment (information in your immediate awareness) |
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The preconscious level of the mind |
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Everything that can, with a little effort, be brought into consciousness (Long-term memory) |
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The unconscious level of the mind |
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A term used to describe thoughts, feelings, wishes and drives that are operating below the level of conscious awareness |
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In the conscious memory of the dream which hides the real meaning in the story (surface images) |
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Is the real “forbidden” meaning that has to be discovered through Psychoanalysis and Dream Interpretation |
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Latin for the it; the completely unconscious, irrational component of personality that seeks immediate satisfaction of instinctual urges and drives, ruled by the pleasure principle |
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Drive toward immediate gratification, most fundamental human motive |
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The partly conscious, rational component of personality that regulates thoughts and behaviors and is most in touch with the demands of the external world |
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The capacity to accommodate external demands by postponing gratification until the appropriate time or circumstances exist |
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The partly conscious, self-evaluative, moralistic component of personality that is formed through the internalization of parental and societal rules |
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What is the internal representation of parental and societal vales? |
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The self-preservation or life instinct, reflected in the expression of basic biological urges that perpetuate the existence of the individual and the species |
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The death instinct, reflected in aggressive, destructive, and self-destructive actions |
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The psychological and emotional energy associated with expressions of sexuality; the sex drive |
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Originates from the ID. Fear of being overwhelmed by instinctual drives |
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Originates from the Superego. Fear of being overwhelmed by guilt |
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Originates from the Ego. Fear of consequences from the external world for inappropriate behavior or thoughts |
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Unconscious distortion of thoughts or perceptions employed by the ego to reduce anxiety |
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The unconscious exclusion of anxiety-provoking thoughts, feelings , and memories from conscious awareness; the most fundamental ego defense mechanism |
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Involves redirecting sexual urges toward productive, socially acceptable, nonsexual activities; a form of displacement |
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Involves unconsciously shifting the target of an emotional urge to a substitute target that is less threatening or dangerous - Releasing aggressive energy on something that did not cause her problem |
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Retreating to a behavior pattern characteristic of an earlier stage of development |
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The attribution of one’s own unacceptable urges or qualities to another |
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The failure to recognize or acknowledge the existence of anxiety-provoking information |
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Justifying one’s actions or feelings with socially acceptable explanations rather than consciously acknowledging one’s true motives or desires |
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Thinking or behaving in a way that is the extreme opposite of unacceptable urges or impulses |
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(Birth-1) -Mouth is associated with sexual pleasure -Weaning of a child can lead to fixation if not handled correctly |
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1-3 years old Anus is associated with pleasurable sensations -Toilet training can lead to fixation if not handled correctly |
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3-5 years old -Focus of pleasure shifts to the genitals -Fixation can lead to excessive masculinity in males and the need for attention or domination in females -This stage centers on the genital areas in boys and girls |
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5 years-Puberty -Sexuality is repressed -Children participate in hobbies, school, and same-sex friendships • Further internalize their established gender |
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Puberty and Older -Sexual feelings re-emerge and are oriented toward others -Healthy adults find pleasure in love and work, fixated adult have their energy tied up in earlier stages |
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Types of fixation in the oral stage |
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-The Oral receptive personality is preoccupied with eating/drinking and reduces tension through oral activity such as eating, drinking, smoking, biting nails. They are generally passive, needy and sensitive to rejection. They will easily 'swallow' other people's ideas. -The Oral aggressive personality is hostile and verbally abusive to others, using mouth-based aggression. |
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Types of fixation in the anal stage |
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-The Anal retentive personality is stingy, with a compulsive seeking of order and tidiness. The person is generally stubborn and perfectionist. -The Anal expulsive personality is an opposite of the Anal retentive personality, and has a lack of self control, being generally messy and careless. |
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Definition: A child's unconscious sexual desire for the opposite sex parent, usually accompanied by hostile feelings toward the same-sex parent |
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What does the Oedipus complex for the boy to do? |
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Experiences castration anxiety- fear that his father will punish him by castrating him - Resorts to identification- he imitates and internalizes his father's values, attitudes, and mannerisms |
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The girl develops penis envy- she feels a sense of deprivation and jealousy that little boys have penises - Resents her mother and evetually identifies with her |
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Where did Neo-Freudians agree with Freud |
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Recognized the importance of the unconscious and early childhood experiences |
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How did Neo-Freudians disagree with Freud? |
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1. The took issue with Freud’s belief that behavior was primarily motivated by sexual urges 2. The disagreed with Freud’s contention that personality is fundamentally determined by early childhood experiences 3. Departed from Freud’s generally pessimistic view of human nature and society |
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The inherited mental images of universal human instincts, themes, and preoccupations that are the main components of the collective unconscious |
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The hypothesized part of the unconscious mind that is inherited from previous generations and that contains universally shared ancestral experiences and ideas |
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The representations of female and male qualities |
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Mandala• Believed the most fundamental human motive is striving for superiority- the desire to improve oneself, master challenges, and move toward self-perfection and self-realization - Arises from universal feelings of inferiority |
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Unsocial thoughts, feelings and behaviors |
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Personality type in which one focuses their attention inward |
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Personality type in which one focuses their attention outward |
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Where did Jung disagree with Freud? |
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• Rejected Freud’s belief that human behavior is fueled by instinctual drives of sex and aggression- believed they are motivated by a more general psychological energy that pushes them to achieve psychological growth, self-realization and psychic wholeness and harmony • Also believed that personality continues to develop throughout ones life |
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Concepts of shared archetypes has been seen as unscientific or mystical |
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Attempting to make others happy, to gain love and to secure approval and affections – Over-identified with Despised Self |
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Striving for power, recognition and admiration. Over-identified with ideal self |
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Child’s fear of being alone, helpless, and insecure |
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Envy a woman’s capacity to bear a child |
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Adler Believed the most fundamental human motive is striving for superiority- the desire to improve oneself, master challenges, and move toward self-perfection and self-realization - Arises from universal feelings of inferiority |
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Inferiority/Superiority complex |
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• A general sense of inadequacy, weakness, and helplessness • Often unable to strive for mastery or self-improvement • Often overcompensate for their feelings of inferiority and develop a superiority complex – for example, the exaggerating of one’s accomplishment’s and importance in an effort to cover up weaknesses and denying the reality of one’s limitations |
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• Expression of striving for superiority to attain goals • Learned from early social interactions • Guiding framework for all later behaviors |
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The need to care for others, be a part of a family/community |
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• Major social influence in childhood • First born: Oriented to past, role of leader organized, scrupulous • Second born: Optimistic, competitive, ambitious • Youngest: High achievers or helpless and dependent • Only child: Difficulty when not center of attention, mature early |
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The theoretical viewpoint on personality that generally emphasizes the inherent goodness of people, human potential, self-actualization, the self-concept, and healthy personality development |
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What were humanistic psychologists views of people? |
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• See people as being innately good, and they focus on the healthy personality rather than on psychologically troubled people • Believe that people are motivated by the need to grow psychologically |
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According to humanistic psychologists, what is the most important factor in personality |
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The individual’s conscious, subjective perception of his or her self |
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Two most important contributors to the humanistic perspective |
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Carl Rogers and Abraham Maslow |
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A person’s full use and exploitation of talents, capacities and potentialities |
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• A person who tries to reach their unique potential is self-actualizing or fully functioning- real self=ideal self • A person who is fully functioning has several characteristics: openness to experience, existential living, organismic trusting, experiential freedom, and creativity |
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Criticisms of Humanistic perspective |
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-Difficult to test or validate scientifically -Tends to be too optimistic, minimizing some of the more destructive aspects of human nature |
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Albert Bandura’s theory of personality, which emphasizes the importance of observational learning, conscious cognitive processes, social experiences, self-efficacy beliefs and reciprocal determinism |
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3 ways social cognitive differs from humanistic or psychoanalytic |
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1. Rather than basing their approach on self-analysis o4 insights derived from psychotherapy, social cognitive personality theories rely heavily on experimental findings 2. The social cognitive perspective emphasizes conscious, self-regulated behavior rather than unconscious mental influences and instinctual drives 3. The social cognitive approach emphasizes that our sense of self can vary, depending on our thoughts, feelings and behaviors in a given situation |
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A model proposed by Albert Bandura that explains human functioning and personality as caused by the interaction of behavioral, cognitive, and environmental factors |
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• The beliefs that people have about their ability to meet the demands of a specific situation; feelings of self-confidence or self-doubt |
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Observing not only a person act, but also observing the consequences that came about from that act |
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A general process in which persons serve as models for others, exhibiting the behavior to be imitated by the others |
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Role of cognition and environment on behavior |
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• Our environment influences our thoughts and actions, our thoughts influence our actions and environment, and our actions influences our thoughts and evniroment |
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Bandura's concept of self-efficacy |
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• Makes it easier to understand why people often fail to perform optimally at certain tasks, even though they possess the necessary skills |
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The most fundamental dimensions of personality; the broad, basic traits that are hypothesized to be universal and relatively few in number |
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Personality characteristics or attributes that can be easily inferred from observable behavior |
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Cattell and the 16PF testing |
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-Used factor analysis to come up with 16 basic personality traits, also called source traits -16PF test that was developed to measure these traits -Generally considered too many traits |
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Eysenck's 3 dimensions of personality |
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Introversion-extraversion -Intoversion refers to a potentially quiet, solitary, and reserved person -Extraversion refers to outgoing and sociable personality, enjoying new experiences Neuroticism-Stability -Neuroticism refers to a person's predisposition to become emotionally upset -Stability refers to a person's predisposition to be emotionally even Psychoticism - A high rating means one is antisocial, cold, hostile, and unconcerned about others - A low rating means a person is warm and caring toward others |
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• Factors- Usually rated from high to low - Openness to Experience - Conscientiousness - Extraversion - Agreeableness - Neuroticism |
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• Traits are generally consistent across situations however some situational influences may affect the expression of personality traits • Situations in which one’s behavior is limited by social “rules” or expectations may limit the expression of personality characteristics |
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An interdisciplinary field that studies the effects of genes and heredity on behavior |
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Reasons for identical twin similarities |
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• Studies have shown that certain traits are substantially influences by genetics • This is particularly strong for extraversion and neuroticism • Openness to experience, conscientiousness, and agreeableness are also influences by genetics |
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Walter Mischel's criticism of Trait Theory |
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• Human behavior is the result of complex interaction between traits and situations • People do respond dramatically but the situations that people choose and the characteristic way in which they respond to similar situations are likely to be consistent with their individual personality dispositions |
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Traits that appear (or emerge) out of a unique configuration of many interacting genes. Although they are genetically influenced, emergenic traits do not run in families |
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Reasons for differences in siblings |
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• Differences in complex psychological traits are due at least as much to environmental influences as they are to genetic influences |
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A type of personality test that involves a person’s interpreting an ambiguous image; used to assess unconscious motives, conflicts, psychological defenses, and personality traits |
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A projective test using inkblots, developed by Hermann Rorshach |
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A projective personality test that involves creating stories about each of a series of ambiguous scenes |
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A type of psychological test in which a person’s responses to standardized questions are compared to established norms |
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A self-report inventory that assesses personality characteristics and psychological disorders; used to assess both normal and disturbed populations |
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Problems with Projective Tests |
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The testing situation or the examiner’s behavior can influence a person’s responses, the scoring of projective tests is highly subjective, projective tests often fail to produce consistent results, and poor at predicting future behavior |
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Problems with Self-Report inventories |
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There is considerable evidence that people can still successfully fake responses and answer in socially desirable ways, some people are prone to answer in a set way, people are not always accurate judges of their own behavior, attitudes or attributes, and some people defensively deny their true feelings, needs, and attitudes, even to the themselves |
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