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| The school of psychology, founded by John B. Watson, that focused on psychology as the study of overt behavior rather than of mental processes. |
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| Sigmund Freud's theory of personality and system of therapy for treating mental disorders. |
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| The unique, relatively enduring internal and external aspects of a person's character that influence behavior in different situations. |
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| The consistency of uniformity of conditions and procedures for administering an assessment device. |
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| The consistency of response to a psychological assessment device. Reliability can be determined by the test-retest, equivalent forms, and split-halves methods. |
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| Test-retest Method (reliability) |
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| Involves getting the test twice to the same people and statistically comparing the two sets of scores by calculation the correlation coefficient. The closer the two sets of scores are to each other (the higher the correlation coefficient). the greater the test's reliability. |
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| Equivalent-forms method (reliability) |
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| Research participants take two equivalent forms of the test. The higher the correlation between the two sets of scores, the greater the test's reliability. |
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| Split-halves method (reliability) |
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| Test is administered once, and the scores on half the test items are compared with the scores of the other half. |
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| The extent to which an assessment device measures what it is intended to measure. Types of validity include predictive, content, and construct. |
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| how well a test score predicts future behavior. |
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| Refers to the test's individual items or questions. Psychologists evaluate each item to see if it relates to what the test is supposed to measure. |
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| relates to a test's ability to measure a construct - a hypothetical or theoretical component of behavior, such as a trait or motive. |
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| A personality assessment technique in which research participants answer questions about their behaviors and feelings. |
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| A personality assessment device in which research participants are presumed to project personal needs, fears, and values onto their interpretation or description of an ambiguous stimulus. |
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| The intensive study of a relatively small number of research participants using a variety of assessment techniques. |
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| the study of the statistical differences among large groups of research participants. |
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| A detailed history of an individual that contains data from a variety of sources. |
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| In an experiment, the stimulus variable or condition the experimenter manipulates to learn its effect on the dependent variable. |
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| In an experiment, the variable the experimenter desires to measure, typically the research participants' behavior or response to manipulation of the independent variable. |
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| In an experiment, the group that is exposed to the experimental treatment. |
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| In an experiment, the group that does not receive the experimental treatment. |
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| A statistical technique that measures the degree of the relationship between two variables, expressed by the correlation coefficient. |
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| The view that personality is basically fixed in the early years of life and subject to little change thereafter. |
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| In Freud's system, mental representations of internal stimuli, such as hunger, that drive a person to take certain actions. |
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| The drive for ensuring survival of the individual and the species by satisfying the needs for food, water, air, and sex. |
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| To Freud, the form of psychic energy, manifested by the life instincts, that drives a person toward pleasurable behaviors and thoughts. |
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| An investment of psychic energy in an object or person. |
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| The unconscious drive toward decay, destruction, and aggression. |
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| The compulsion to destroy, conquer, and kill. |
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| To Freud, the aspect of personality allied with the instincts; the source of psychic energy, the id operates according to the pleasure principle. |
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| The principle by which the id functions to avoid pain and maximize pleasure |
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| Mature thought processes needed to deal rationally with the external world. |
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| To Freud, the rational aspect of the personality, responsible for directing and controlling the instincts according to the reality principle. |
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| The principle by which the ego functions to provide appropriate constraints on the expression of the id instincts. |
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| To Freud, the moral aspect of personality; the internalization of parental and societal values and standards. |
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| A component of the superego that contains behaviors for which the child has been punished. |
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| A component of the superego that contains the moral or ideal behaviors for which a person should strive. |
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| To Freud, a feeling of fear and dread without an obvious cause: reality or objective anxiety is a fear of tangible dangers; neurotic anxiety involves a conflict between id and ego; moral anxiety involves a conflict between id and superego. |
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