DE Psych Vocab Review Final Exam

* don't focus on all the words, only on the ones you need help on. I recommend using high5wizard as well.

generations. Thus, the social and cultural functions of emotion refer to the effects that emotions

have on the functioning and maintenance of societies and cultures.

Social referencing

This refers to the process whereby individuals look for information from others to clarify a

situation, and then use that information to act. Thus, individuals will often use the emotional

expressions of others as a source of information to make decisions about their own behavior.

Ability model

An approach that views EI as a standard intelligence that utilizes a distinct set of mental abilities

that (1) are intercorrelated, (2) relate to other extant intelligences, and (3) develop with age and

experience (Mayer & Salovey, 1997).

Emotional intelligence

The ability to monitor one’s own and others’ feelings and emotions, to discriminate among them

and to use this information to guide one’s thinking and actions. (Salovey & Mayer, 1990). EI

includes four specific abilities: perceiving, using, understanding, and managing emotions.

Four-Branch Model

An ability model developed by Drs. Peter Salovey and John Mayer that includes four main

components of EI, arranged in hierarchical order, beginning with basic psychological processes

and advancing to integrative psychological processes. The branches are (1) perception of emotion,

(2) use of emotion to facilitate thinking, (3) understanding emotion, and (4) management of

emotion.

Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)

A 141-item performance assessment of EI that measures the four emotion abilities (as defined by

the four-branch model of EI) with a total of eight tasks.

Mixed and Trait Models

Approaches that view EI as a combination of self-perceived emotion skills, personality traits, and

attitudes.

Performance assessment

A method of measurement associated with ability models of EI that evaluate the test taker’s ability

to solve emotion-related problems.

Self-report assessment

A method of measurement associated with mixed and trait models of EI, which evaluates the test

taker’s perceived emotion-related skills, distinct personality traits, and other characteristics.

Social and emotional learning (SEL)

The real-world application of EI in an educational setting and/or classroom that involves curricula

that teach the process of integrating thinking, feeling, and behaving in order to become aware of

the self and of others, make responsible decisions, and manage one’s own behaviors and those of

others (Elias et al., 1997)

Balancing between goals

Shifting between a focal goal and other goals or temptations by putting less effort into the focal

goal—usually with the intention of coming back to the focal goal at a later point in time.

Commitment

The sense that a goal is both valuable and attainable

Conscious goal activation

When a person is fully aware of contextual influences and resulting goal-directed behavior.

Deliberative phase

The first of the two basic stages of self-regulation in which individuals decide which of many

potential goals to pursue at a given point in time.

Ego-depletion

The exhaustion of physiological and/or psychological resources following the completion of

effortful self-control tasks, which subsequently leads to reduction in the capacity to exert more

self-control.

Extrinsic motivation

Motivation stemming from the benefits associated with achieving a goal such as obtaining a

monetary reward.

Goal

The cognitive representation of a desired state (outcome).

Goal priming

The activation of a goal following exposure to cues in the immediate environment related to the

goal or its corresponding means (e.g., images, words, sounds).

Highlighting a goal

Prioritizing a focal goal over other goals or temptations by putting more effort into the focal goal.

Implemental phase

The second of the two basic stages of self-regulation in which individuals plan specific actions

related to their selected goal.

Intrinsic motivation

Motivation stemming from the benefits associated with the process of pursuing a goal such as

having a fulfilling experience.

Means

Activities or objects that contribute to goal attainment.

Motivation

The psychological driving force that enables action in the course of goal pursuit.

Nonconscious goal activation

When activation occurs outside a person’s awareness, such that the person is unaware of the

reasons behind her goal-directed thoughts and behaviors.

Prevention focus

One of two self-regulatory orientations emphasizing safety, responsibility, and security needs, and

viewing goals as “oughts.” This self-regulatory focus seeks to avoid losses (the presence of

negatives) and approach non-losses (the absence of negatives).

Progress

The perception of reducing the discrepancy between one’s current state and one’s desired state in

goal pursuit.

Promotion focus

One of two self-regulatory orientations emphasizing hopes, accomplishments, and advancement

needs, and viewing goals as “ideals.” This self-regulatory focus seeks to approach gains (the

presence of positives) and avoid non-gains (the absence of positives).

Self-control

The capacity to control impulses, emotions, desires, and actions in order to resist a temptation and

adhere to a valued goal.

Self-regulation

The processes through which individuals alter their emotions, desires, and actions in the course of

pursuing a goal.

Agreeableness

A personality trait that reflects a person’s tendency to be compassionate, cooperative, warm, and

caring to others. People low in agreeableness tend to be rude, hostile, and to pursue their own

interests over those of others.

Conscientiousness

A personality trait that reflects a person’s tendency to be careful, organized, hardworking, and to

follow rules.

Continuous distributions