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Objectives: Chapter 10(Intelligence)(NOTE: Our coverage of this chapter will be limited to pages 405-413) Explain how a multi-cultural perspective helps in defining intelligence. - Is a socially constructed concept-how it’s defined differs: Between cultures and between researchers. - Different cultures and researchers have different definitions of intelligence. Scientists don’t always agree.Textbook definition - The ability to learn from experience, solve problems, and use knowledge to adapt to new situations.Major debate – Is this one ability or several? Present arguments for and against considering intelligence as one general ability. Intelligence is comprised of one overarching ability that underlies other abilities.Factor Analysis - A statistical procedure that identifies clusters of related items (factors). Know the 8 intelligences included in Gardner’s theory of multiple intelligences. LinguisticMathematicalMusicalSpatialIntrapersonalBodily kinestheticInterpersonalNaturalis Know the 3 intelligences included in Sternberg’s theory of multiple intelligences. Analytic Intelligence – Mental steps or components used to solve problems.Creative Intelligence – Use of experience in ways that foster insight.Practical Intelligence – Ability to read and adapt to the contexts of everyday life. Describe the three aspects of emotional intelligence and discuss criticisms of this concept (e.g., has the concept of “intelligence” been stretched too far?). Perceive Emotions – Recognize them in faces, music and stories.Understand Emotions – Predict them and how they change and blend.Manage Emotions – How to express them in varied situations.Objectives: Chapter 13(Personality)(pages 553-591) Define personality; identify the goals of personality psychology. Characteristic patterns of thinking, feeling, and acting.-Gives coherence to one's life-Reflects both nature (genes) AND nurture (experience)Individual differences and underlying processes-Personal tendencies-Coping patternsGoals:1. Describe psychologically meaningful and stable individual differences among people2. Explain behavior3. Predict behavior Describe Freud’s view of personality structure in terms of the id, ego, and superego. ID: The most primitive part of personality-Fights for manifestation and satisfaction of unconscious psychic energy-Driven by the "pleasure principle"-The ID is instinctive and un-socializedEgo: Our largely conscious self-Driven by the "reality principle"-It tries to find socially acceptable ways of meeting the demands of the id.Superego: Represents internalized rules and ideals pressed upon us (particularly by primary caregivers)-Guilt feelings-The "Conscience" (guilt/should-nots)-Ego ideal: ideals/shoulds Identify Freud’s psychosexual stages of development, and describe the effects of fixation on behavior. Oral Stage: (0 to 18 months) Mouth related pleasure- Central conflict: Wanting food (e.g., mother's milk) to be "on demand" and learningthat immediate gratification is not always possible.Anal Stage: (18-36 months) - Bowl and bladder related pleasure- Central conflict: Gaining of a sense of control or mastery (e.g over BMs)Phallic Stage: (3 to 6 yrs)- Genital- related pleasure (discovery of their genital areas)- Central conflict: tension between illicit sexual desire(e.g for other-sex parent) and civilization's approved sexuality. ("The Oedipus complex")- (the boy feels sexual feelings toward the mother and the girl feels this way toward the father, they both become angry at the same sex parent and afraid of them.)Latency Stage: ( 6 to puberty)- May not be much going on-- sexual feelings are presumed to be dormant- No notable conflicts- School friends and hobbies take part of the child's lifeGenital Stage: (puberty and up)- Maturation of sexual interests- success entails finding healthy expressions of sexuality. Explain how defense mechanisms may serve to protect the individual from anxiety. The ego's protective methods of reducing anxiety by unconsciously distorting reality(e.g by disguising threatening impulses) Summarize psychology’s current assessment of Freud’s theory of psychoanalysis, including its portrayal of the unconscious.- Studying the conscious manifestations of what's hidden in the unconscious.- Most contemporary psychologists do not believe sex has to do with the personality and the reject the idea that little sex causes psychological disorders. They consider unconscious to be vital for information processing. Personality is development is a lifelong process.- Repression is a key idea in psychoanalysis.  Define how the term “trait” is used in personality psychology. A relatively stable predisposition to feel and act in a certain way.Personality is composed of many different traits. Describe the use of factor analysis in identifying fundamental personality traits. The consolidate traits by grouping them into factors. (factor analysis)Identifies which traits "hang together"Goal: smallest number that is still adequately reflects the complexity of human personality. Identify and define the Big Five trait dimensions. Openness to experience – Imaginative, intellectual, curious, creative, unconventional. Opposite traits- simple, down to earth, narrow interests, closed to new ideas.Conscientiousness – Cautious, serious, responsible, thorough, efficient, organized, disciplined. Opposite- Irresponsible, careless, lazy, disorganized, impulsive, easygoing.Extraversion – Sociable, assertive, energetic, adventurous, enthusiastic, outgoing. Opposite- Reserved, reflective, quiet, prefers being alone (or with a few close friends)Agreeableness – Good-natured, courteous, sympathetic, helpful. Opposite irritable, rude, cold, unkindNeuroticism – Nervous, anxious excitable, high sprung, moody, irritable. Opposite, calm, composed, relaxed, happy, stable, flexible. Summarize the person-situation controversy. Personality is not a fixed response but rather is responsive to situational factors. Describe the emphasis of social-cognitive theory, and identify the three components of Albert Bandura’s model. - Personality is strongly influenced by our sense of personal control. Person and environment are both influenced by behavior.- External Locus of control (“I’m controlled by my environment”)- Internal Locus of control (“I’m able to control my environment”) Using the social-cognitive perspective, explain the


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FSU PSY 2012 - Learning Objectives 3

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