Psychology Unit 3 Personality & Development

Creativity

The ability to generate, create, or discover new ideas, solutions, & possibilities

Alternate uses test

Assesses functional fixedness

Divergent Thinking

There are many possible solutions, more creative

Convergent Thinking

There is one correct answer, the typical

Intelligence

The capacity to understand the world, think rationally, and use resources effectively when faced with challenges.

G-Factor

Theory of Intelligence hypothesized by Spearmen that states there is a single general factor underlying intelligence.

Two-Typed Intelligence

Theory of Intelligence hypothesized by Catell that states there are two major types of intelligence: Fluid & Crystallized.

Fluid intelligence

Our ability to reason and analyze; this intelligence peaks.

Crystallized Intelligence

Intelligence that grows throughout your whole life because it is based on experience and culture.

Triarchic Theory of Intelligence

Theory of Intelligence proposed by Sternberg that states there are 3 major types of intelligence: Creativity, Analytical, and Practical.

Analytical (Conventional)

How to analyze; what we think of conventional intelligence.

Practical

Street smart; how to take advantage of a situation.

Theory of Multiple Intelligences

Theory proposed by Gardner that most people believe because it gives the ability for all people to be smart.

Francis Galton

Created an Intelligence test based off of head size stating that the bigger the head the more intelligent.

Alfred Binet

Created the intelligence quotient test, that compares two numbers; Your chronological age & your mental age.

IQ correlation

1. School Attendance

2. Birthday

3. Breast Feeding

4. Head Size

5. Income

6. Processing Speed

7. Diet

Assessing Intelligence Tests

Considers 3 Factors: Reliability, Validity, & Norms

Reliability

Consistently yields the same results

Validity

Measuring the correct construct (things).

Norms

What is normal or typical for that test.

Savants

An atypical intelligence where an individual has an incredible and often unusual intellectual ability; Can be acquired or congenital.

Congenital Savant

Born with those unique intellectual abilities; Ability can be talented or prodigious.

Acquired Savant

Somehow get ability; Not born with it

Talented

Savant who’s ability is only amazing because they are otherwise cognitively impaired.

Prodigious

Savant who’s ability is amazing even for a non-impaired person.

MENSA

An organization that can only be joined by the top 2% of people of intelligence.

Intellectual disabilities

mainstreaming vs. inclusion; included as much as possible vs. fully included in the classroom no matter the disability.

Twin studies

1. used to answer or help answer the debate of “nature vs. nurture.

2. studies similar genetics in different environments to see if they behave the same

3. Potential problem: confirmation bias

Cross-Sectional Research

A research design that studies different aged individuals at one point in time.

Longitudinal Research

A research design that studies the same individuals at multiple points in time

Sequential Research

A research design that studies different aged individuals at multiple points in time.

Psychosocial Development

1. Created by Erikson

2. Is a stage theory

3. Involves emotions, personality and emotional relationships.

4. Identity development

5. Each stage involves a conflict and resolution/virtue

1st Stage of Psychosocial Development

1. Age - 0-1

2. Trust vs. Mistrust

3. Trust that basic needs such as nourishment and affection will be met.

2nd Stage of Psychosocial Development

1. Age: 1-3

2. Autonomy vs Shame/Doubt

3. Develop a sense of independence in many tasks

3rd Stage of Psychosocial Development

1. Age: 3-6

2. Initiative vs. Guilt

3. Take initiative on some activities; may develop guilt when unsuccessful or boundaries overstepped

4th Stage of Psychosocial Development

1. Age: 7-11

2. Industry vs. Inferiority

3. Develop self confidence in abilities when competent or sense of inferiority when not

5th Stage of Psychosocial Development

1. Age: 12-18

2. Identity vs. Confusion

3. Experiment with and develop identity and roles

6th Stage of Psychosocial Development

1. Age: 19-29

2. Intimacy vs. Isolation

3. Establish Intimacy and Relationships with others

7th Stage of Psychosocial Development

1. Age: 30-64

2. Generativity vs. Stagnation

3. Contribute to society and be part of a family

8th Stage of Psychosocial Development

1. Age: 65—

2. Integrity vs. Despair

3. Assess and make sense of life and meaning of contributions

Cognitive Development Theory

1. Created by Piaget

2. Stage theory

3. Says individuals develop schemata to help understand the world

4. Adjust their schemata through Assimilation and Accommodation.

Schemata

Concepts (mental models) that are used to help us categorize and interpret information

Assimilation

When individuals take in information that is comparable to what they already know.

Accommodation

When individuals change their schemata based on new information

1st Stage of Cognitive Development Theory

1. Age: 2-6

2. Sensorimotor stage

3. object permanence

4. world experienced through sense and actions

2nd Stage of Cognitive Development Theory

1. Age: 2-6

2. Preoperational stage

3. Egocentric thinking

4. use words and images to represent things, but lack logical reasoning

3rd Stage of Cognitive Development

1. Age: 7-11

2. Concrete operational

3. Conservation (knowledge that quantity doesn’t change as form changes.

4. Understand concrete events and analogies logically; Perform arithmetical operations

4th Stage of Cognitive Development

1. Age: 12—

2. Formal operational

3. Abstract thought

4. Formal operations; utilize abstract reasoning

Sociocultural Development

1. Created by Vygotsky

2. Zone of proximal development

3. NOT a stage theory

Zone proximal development

The area of nearby development

Basic Principles of Sociocultural Development

1. Children construct or play an active role in their knowledge

2. Development cannot be separated from its social context

3. Learning (can) leads Development

4. Language plays a central role in development

Moral Development Theory

1. Created by Kohlberg

2. How people decide what is right and wrong

3. Consists of 3 levels with 2 stages within each level

Level 1 (Pre-Conventional Morality) Stage 1 of Moral Development Theory

1. Obedience and punishment

2. Behavior driven by avoiding punishment

Level 1 (Pre-Conventional Morality) Stage 2 of Moral Development Theory

1. Individual interest

2. Behavior driven by self-interest and rewards

Level 2 (Conventional Morality) Stage 3 of Moral Development Theory

1. Interpersonal

2. Behavior driven by social approval

Level 2 (Conventional Morality) Stage 4 of Moral Development Theory

1. Authority

2. Behavior driven by obeying authority and conforming to social order

Level 3 (Post-Conventional Morality) Stage 5 of Moral Development Theory

1. Social Contract

2. behavior driven by balance of social order and individual rights

Level 3 (Post-Conventional Morality) Stage 6 of Moral Development Theory

1. Universal ethics

2. Behavior driven by internal moral principles

Stages of Lifespan

Levels of aging and development from conception to death

Prenatal Development

Conception occurs; the moment the sperm penetrates the egg

Infancy through childhood

Reflexes developed where some are grown out of and where attachment occurs.

Attachment

A long standing connection or bond with others.

Harry Harlow

Psychologist that asked the question what drives attachment?

What drives attachment

Safety & Security

Mary Ainsworth

Psychologist who asked the question what are the types of attachment; Derived a test to determine the types of attachment and what they are.

The Strange Situation Classification

1. Measures security of an attachment in 1 & 2 year olds

2. Consists of 8 stages

   1. Baby & Mother

   2. Baby Stranger & Mother

   3. Stranger & Baby

   4. Stranger Baby & Mother

   5. Baby

   6. Baby & Stranger

   7. Baby Stranger & Mother

Caregiver Sensitivity Hypothesis

Difference in infants attachments styles are dependent on the caregivers behavior during a critical period of development

Secure Attachment

The result of the caregivers consistently meeting the needs of the child

How daycare affects attachment

1. Can still have secure attachment with caregivers

2. Daycare can cause advancements in developments

3. Most daycare’s aren’t high quality

Parenting styles

4 types of styles that caregivers treat their children

Authoritarian

No support and high expectations; low responsiveness and high demandingness

Uninvolved

No support and no expectation; Low responsiveness and low demandingness

Authoritative

support and high expectations; high demanding and high responsiveness.

Permissive

support and no expectations; low demandingness and low responsiveness.

Adolescence

Puberty occurs in this stage of lifespan

Adulthood

Starting to become an adult up until midlife.

Failure to launch

Failure to get out of your parents house when emerging adulthood

Helicopter Parenting

Hover over child; don’t let child learn to be independent.

Boomerang Children

Launches out of the family and then comes back to live

Middle Adulthood & Midlife Crisis

Stage where midlife crisis occurs; It isn’t normal to have a midlife crisis but occurs around the age of 40.

Old age

Stage of lifespan where Alzheimer's most commonly occurs.

Alzheimer’s

Plaques and tangles accumulate in the hippocampus and destroys the brain cells and hippocampus; slow gradual process

Disengagement theory of aging

Individuals slowly withdrawal from society (not supported by research).

Activity theory of aging

Staying with relationships withing the community

Stages of Grief Theory

Proposed by Cooper Ross

1. Denial

2. Anger

3. Bargaining

4. Depression

5. Acceptance

Personality

The pattern of enduring characteristics that produce consistency & individuality in a given person.

Psychoanalytic Theory

Proposed by Freud stating that there are layers of consciousness

Conscious Level

Conscious Awareness, Thoughts and Perceptions

Preconscious level

Where we keep memory and stored knowledge; Easy to bring into consciousness

Unconscious level

Store our memories unacceptable or unpleasant.

How to study the consciousness

Look for clues like a detective

Freudian Slips

Slip of the tongue; accidentally say or word that makes you uncomfortable that is pulled from your unconscious

Dream Analysis

Analyze Dreams

Id

inborn personality trait that operates on pleasure

Ego

Personality trait that operates on reality principle

Superego

Personality trait of the conscience that we learn from society.

Repression

A defense mechanism where you bury something into your unconscious

Regression

Going back to a previous developmental stage

Rationalization

Justifying your thoughts or behavior

Reaction Formation

Expressing the opposite