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| approach to the study of behavior that seeks to establish general laws. |
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| approach to the study of behavior that seeks to understand the uniqueness of a specific individual |
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| peripheral characteristics that exert little control over a persons behavior. They come out in certain situations, like stuborn once and a while but not a stuborn person. |
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| Characteristics that control an individual behavior in many situations but are less comprehensive than cardinal traits. more someone describing you in a reference letter |
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| characteristics that serve as the motivating force for virtually all of an individual behaviors usually no more than two. |
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| neuropsychic disposition that causes person to act consistently across a variety of situations. |
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| personality consists of both mind and body elements organized into a complex inextricable unity physique, intelligence, temperament, skills, beliefs, values, traits. |
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| echnique designed to simplify a complex set of data by accounting for them in terms of underlying factors |
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| Program developed to increase the birth rate to more intelligent people |
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| Programs to reduce the birth rate of the mentally handicapped |
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| means of classifying behavior through use of types that encompass clusters of correlated traits |
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| abstract, followed by traits, and then habits. |
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psychoticism/impulse control
extraversion/introversion
Neuroticism/stability |
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| individuals who are aloof, inhumane, aggressive and insensitive to the needs of others, but also creative |
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| individuals with an outgoing, sociable approach, to life |
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| individuals who are emotionaly unstable and overly reactive to stimuli |
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| Th procedure whereby the person learns to make a new response to a fear producing stimuli is |
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| The system that prepares the person for flight or flight |
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| The system that conserves bodily energies |
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| parasympathetic nervous system. |
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| cold, inhumane, and aggressive people according to Eysenck |
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| the way we organize experiences in terms of similarities and contrasts |
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| controls many other constructs |
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the number of other constructs to which they are related
good vs bad construct vs tall short construct |
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| beliefs that are relatively unimportant to the person and that can be changed rather easily. |
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important beliefs that are part of the individuals personal identiy
ex. education is of utmost importance |
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| degree to which new elements will be admitted within the boundaries of a construct |
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includes only its own elements and maintains that these elements cannot apply to other constructs
ex. religion is nothing but brainwashing |
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allows it’s elements to belong to other constructs concurrently however once identified in a particular way, these elements are fixed
stereotypes
Ex. jane is a republican this may mean she is construed as mean and unintelligent for someone with strong liberal beliefs. |
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leaves all of its’ elements wide open to modification
healthiest person knows when to use each of these. |
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| people differ in their constructions of reality |
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individuals constructs are arranged in particualr ways within his or her personal belief system
ex career woman vs mother vs well rounded woman |
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| people select between alternatives in dichotomized constructs in making their judgments about reality. |
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| individuals personal construct subsystems may be disjointed and mutually incompatible and person is often unaware of the inconsistency (wanted to be a teach, but now see’s low pay, long hours, and hates it) |
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| similar construct systems in different individuals lead to similarities in their behavior. |
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| constructive interpersonal relationships depend on mutual understanding of each others construct systems. |
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| set of beliefs associated with important role relationships that constitute the persons social identity. |
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| Self actualizing tendency |
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| active controlling drive toward fulfillment of our potentials that enables us to maintain and enhance ourselves. master motive |
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| In Maslow's view the tendency toward self actualization is strong in |
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| Authoritative , Permissive, authoritarian. |
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| à disciplinary style in which children are consulted by parents in the establishment of disciplinary rules |
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| à disciplinary style in which parents make few demands on their children and use little punishment (dopey parents) |
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| à disciplinary style in which parents discourage verbal give-and-take with their children and instead, expect unquestioning obedience to their judgments |
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| needs for food, water, sex, air, sleep |
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| à needs for feeling safe, protection, structure, freedom within limits |
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| needs to feel that we have a place and that we are loved |
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| à selfish love in which the individual is more concerned with receiving love and gratifying his or her needs that with giving love to another; also known as deficiency-love |
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| à mature form of love in which the person is more concerned with giving love to benefit others than in receiving love from others to gratify his or her needs; also known as being-love |
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| For Rogers personal growth is |
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| an erratic process, sometimes painful and sometimes pleasant |
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| negative behavior not basic nature, |
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