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PSY - P 101 : EXAM 2
Personality |
distinctive and enduring ways of thinking feeling and behaving |
Personality Psychology focus |
consistency across time and situation and individual difference |
Trait Perspective main focus |
on the identification and description of the major dimensions of personality |
Trait perspective 2nd focus |
understand the underlyign mechanisms |
Gordon Allport |
focuses more on individual traits that make individuals unique instead of traits that are common to all humans |
ideographic |
traits that make individuals unique |
nomothetic |
traits that are common to all humans |
Allport's 3 types of traits |
Cardinal Central Secondary |
Cardinal Trait |
influences all aspects of a personas life |
Central Trait |
5-10 just general traits |
Secondary Trait |
situaltionaly specific/narrow influence |
Trait theories were developed from |
Lexical approach |
Lexical Approach |
was a descriptive approach to describing personality using words from the lexicon that described people's characteristics; rate people on words to see what coorelates |
Trait |
continuous dimensions; not readily observable, they are inferred from specific behaviors |
hierarchal organization of traits |
Super-trait (extroversion) -> trait (sociable,active,lively) -> habitual bahavior (talks smiles, fidgets, jokes laughs) |
Eysenck's Theory |
3 Super Traits: 1.extroversion/introversion 2.neuroticism/stability 3.psychoticism/socialized |
The five factor model |
extraversion, neuroticism, conscientiousness, agreeableness, openness |
Extrovert |
talkative,sociable, fun loveing, affectionate |
agreeable |
agreeable |
conscientious |
ethical, dependable, productive, purposeful |
nuerotic |
anxious, insecure, guilt prone, self concious |
open to experience |
daring, nonconforming, unusually broad interests, imaginative |
Tellegens model |
1. positive emotionality 2.negative emotionality 3.constraint |
Factor Analysis |
a mathmatical approach used to identify groups of variables that coorelate; used to identify traits and develop measures |
Trait stability |
a person's personality is relatively stable across time |
Mz twins share ______ genes. |
100% |
DZ twins share______ genes. |
25-75% |
heretibility of most traits |
40-50% |
ES |
shared .......what makes siblings alike (mostly genes) |
EN |
not-shared....what makes siblings different |
phenotype= |
G+Es+En |
studying twins reared apart gives you... |
En |
studying twins reared together gives you... |
Es+En |
Is Es important??? |
if R (correlation) is really different for together and apart then yes...if they're close to the same then no. |
Es is only influential for... |
positive emotionality |
Frontal lobe |
self control and impulse control |
amygdala |
increased activity= anxiety, fearfulness, and shyness |
Seratonin |
found in the neurons from the raphe nuclei and project to various areas including the nucleus accumbens and the frontal lobe |
NAcc |
associated with behavior activation and reward seeking |
seratonin roles |
regulation of body temp, sleep, mood, appetite, pain, approach and social dominance |
low levels of 5-HT (seretonin) |
impulsivity/impulsive aggression, low social status, substance abuse/eating dissorder/depression |
doapmine |
originate in the ventral tegmental area and project to the NAcc and frontal cortex |
dopamine pathway to NAcc |
mesolimbic |
dopamine pathway to frontal cortex |
mesocortical |
DA is involved in |
responces to reward, reward seeking, positive mood, sexual behavior, attention, and working memory |
high DA activity... |
greater approach and positive affect, more novelty seeking, more excitement seeking |
Behavioral Acticvation |
increased sensitivity to potential reward & increased approach |
Behavioral Inhibition |
increased sensitivity to potential punishment & increased inhibition |
Social Cognitive theory |
emphasize different cognitive processes and their consistency with behavior; all about circumstances |
social cognitive theorists |
Bandura, Rotter, Mischel |
social cognitive focuses on |
1.influence of the situation on the indiviual & learning 2.reciprocal determinsm 3.person variables |
reciprocal determinsim |
cognitions, behaviors, and environmental factors |
person variables |
what makes us different from others;cognitive and behavioral styles reflecting individuality |
expectancies |
your expectations of outcomes after engaging in specific types of outcomes |
High LOC |
seek more info, independent, leaders;; believe you can could get what you want if you do waht it takes |
reinforcemetn values |
how much you value specific types of values |
self efficacy |
your belief in your ability to preform a specific task |
delay of gratification |
self control; ability to delay gratification of specific desires |