GG Cue Cards for Unit 5 Personality, Motivation, & Emotions

Personality

The set of thoughts, feelings, traits, and behaviours that are characteristic of a person and consistent over time and in different situations

Psychodynamic/Psychoanalytic theory

A theory developed by Sigmund Freud that emphasizes the influence of unconscious desires and conflicts on behavior and personality development.

Freud’s Levels of the Mind

A concept proposed by Sigmund Freud that includes the conscious, preconscious, and unconscious mind, illustrating how different levels of awareness influence thoughts and behaviors. This framework explains the interactions between these levels and their impact on personality.

Id, Ego, Superego

The three components of Freud's model of personality, where the Id represents primal urges, the Ego mediates between reality and desires, and the Superego incorporates moral standards.

Defense Mechanisms

Psychological strategies used to cope with anxiety and protect the ego.

Freud’s Psychosexual stages of development

Freud’s Psychosexual Stages of Development are five stages that Freud believed children pass through, where different parts of the body are the focus of pleasure. Unresolved conflicts at any stage can affect adult personality.

Oral (0–18 months) – pleasure from sucking, biting, eating

Anal (18–36 months) – focus on toilet training and control

Phallic (3–6 years) – focus on genitals; Oedipus/Electra complex

Latency (6–puberty) – sexual feelings are dormant; focus on school/friends

Genital (puberty onward) – mature sexual interests develop

Introverts

● energized by being alone ● Enjoy solitude ● may appear to be withdrawn and shy ● take part in less stimulating activities ● concentrate on a single activity ● thoughtful & think more before speaking ● reflect on their own feelings, emotions, and thoughts ● Learns well through observation ● small group of close friends

Individuals who are more focused on their inner thoughts and feelings than on external stimuli and social interactions.

Extroverts

● energized by being around other people

● talkative & may be popular among peers

● seek attention & as much social interaction

as possible

● are often quite adventurous & can be

impulsive

● Prefer talking over writing

● engaged with the outside world

● extroverts outnumber introverts by about

3:1

Ambiverts

● most people are actually ambivert ● showing more flexibility & adaptability than the two extremes ● behaviour based on the situation they find themselves • good at communication – both listening and speaking • work well independently and in teams • can regulate behaviour and responses • process thoughts & emotions out loud and internally

Individuals who exhibit qualities of both introversion and extroversion, adapting their behavior depending on the situation.

Horney Neurotic Trends:

• Submission

• Aggression

• Detachment

Neurotic Trends are ways people cope with anxiety and insecurity in relationships.
They are unhealthy patterns that form in childhood and affect adult behavior.

1. Submission (Moving Toward People)

   • Seeking approval, support, and affection

   • Becoming overly compliant or dependent

2. Aggression (Moving Against People)

   • Seeking control and power by being hostile or competitive.

3. Detachment (Moving Away from People)

   • Avoiding relationships by being emotionally distant or independent.

   • Withdrawing emotionally or physically

   • Avoiding close relationships to reduce anxiety

   • Horney's Neurotic Trends refer to unhealthy behavioral patterns that individuals develop in response to anxiety and insecurity in their relationships, often rooted in childhood experiences.

   • Horney's Neurotic Trends are unhealthy patterns of behavior that individuals develop to cope with anxiety and insecurity in interpersonal relationships, affecting their interactions in adulthood.

Thematic Apperception Test (TAT)

Thematic Apperception Test (TAT). People express their inner feelings & interests through the stories they make up about ambiguous scenes. These tests reveal dominate drives, emotions, feelings, cognitive styles, family dynamics, general intelligence, & conflicts of personality

Rorschach Inkblot Test

• A projective personality test

• Created by Hermann Rorschach

• Uses 10 inkblot images

• People say what they see in each inkblot

• Assumes answers reveal unconscious thoughts, feelings, and desires

• Interpreted by a psychologist for patterns in thinking

Humanistic Perspective on Person

• People are naturally good and want to grow.

• We all try to become the best version of ourselves (self-actualization).

• We have free will – we choose how to live.

• How we see ourselves (self-concept) affects how we act.

• Feeling accepted and understood helps us grow.

• Created by Abraham Maslow.

Maslow’s Hierarchy of Need

• Theory by Abraham Maslow

• Human motivation is based on a 5-level pyramid

• Must meet lower needs first to move up

Levels (bottom to top):

1. Physiological – food, water, sleep

2. Safety – security, shelter, health

3. Love/Belonging – relationships, connection

4. Esteem – confidence, respect, achievement

5. Self-Actualization – purpose, personal growth, full potential

Self-Actualization

Self-Actualization is the process of becoming the best version of yourself—reaching your full potential in life.
It is the highest level in Maslow's Hierarchy of Needs, where individuals achieve personal growth, purpose, and fulfillment.

People who are self-actualized:

• Are creative, authentic, and self-aware

• Accept themselves and others without judgment

• Focus on meaningful goals, not just material success

• Have strong values and a deep sense of purpose

• Experience peak experiences—moments of deep joy, insight, or inspiration

  Self-actualization is living fully, honestly, and meaningfully.

Carl Rogers' Theory of Personality

Rogers' Theory of Personality

Rogers believed we all strive to become our best, true self through a process called self-actualization.

A healthy personality depends on how closely our perceived self matches our ideal self.

Ideal Self

“Who I want to be.”

This is the person you aspire to be—your goals, values, and dreams.

It reflects societal expectations, personal standards, or role models you look up to.

This ideal encompasses your personal aspirations and represents the perfect version of yourself.

The person you aspire to be, encompassing your goals and values.

Perceived Self (Self-Image)

Who I believe I am.”

This is your current view of yourself—your traits, abilities, and personal identity.

It includes your beliefs, experiences, and how you think others see you.

This is the self-concept based on personal perceptions and experiences. The self-concept based on one's interpretation of their traits and how they perceive others perceive them. The aspect of self that involves one's beliefs about their abilities, personality, and identity, often shaped by personal experiences and perceptions of how others see them.

Unconditional Positive Regard

Unconditional positive regard is letting a person know that they are accepted and valued no matter what. Even if they are flawed human beings and make mistakes, we still respect and care about them.

• A key idea from Carl Rogers

• Giving someone total acceptance and support, no matter what they say or do

• Helps people feel valued and safe to grow

• Encourages self-acceptance and personal development

• Essential for becoming a fully functioning person

• it fosters self-acceptance and confidence.

Fully Functioning Person

Open to new experiences ● Live & fully appreciate the present ● Trust your feelings & gut reaction ● creativity. ● Fulfilled life – happy & satisfied with life

A person who is in touch with their emotions, embraces experiences, and is capable of personal growth. They are self-accepting and achieve a sense of satisfaction and happiness in life.

Trait Theory

Focuses on identifying, describing, and measuring individual differences in behavioral predispositions. Assumes that personality is composed of broad, enduring patterns of behavior.

long term personal characteristics ● stable across situations ● stabilize around adulthood Influenced by: ● the situation ● what you have learnt ● how you think ● how you interact socially

• Focuses on identifying and measuring personality traits

• Traits are stable, consistent patterns in how people think, feel, and behave

• Everyone has traits, but in different amounts

• Main goal: describe personality, not explain it

• Led to the development of the Big Five (CANOE) traits

The Big Five Traits (CANOE)

A model that describes personality using five broad dimensions: Conscientiousness, Agreeableness, Neuroticism, Openness, and Extraversion. These traits are believed to represent the fundamental dimensions of personality.

Myers-Briggs Personality Test

• Based on Carl Jung’s theory of personality types

• Sorts people into 16 personality types

• Uses 4 pairs of traits (choose one from each):

  1. Introversion (I) or Extraversion (E)

  2. Sensing (S) or Intuition (N)

  3. Thinking (T) or Feeling (F)

  4. Judging (J) or Perceiving (P)

• Helps people understand how they think, decide, and interact

• Often used in career counseling, team-building, and self-reflection

Motivation

The process that initiates, guides, and maintains goal-oriented behaviors. It involves biological, emotional, social, and cognitive forces that activate behavior.

Specific needs or desire, such as hunger, thirst, or achievement – energizes and prompts goal-directed behaviour

Instinct

A complex behavior that is rigidly patterned throughout a species and is unlearned. Instincts: inherited, complex, rigid patterns of behaviours throughout a species. • are not learned and are typically triggered by specific stimuli.

Instinct Theory of Motivation

This theory suggests that motivation is primarily driven by innate patterns of behavior triggered by specific stimuli. However, it fails to explain learned behaviors.

Primary & Secondary Drives

Primary drives are innate biological needs (e.g., hunger, thirst), while secondary drives are learned or acquired (e.g., desire for money, social approval).

Hypothalamus

A brain structure that plays a critical role in regulating various bodily functions, including hunger, thirst, body temperature, and sleep-wake cycles. It is also involved in emotional responses.

Drive-Reduction Theory

The idea that a physiological need creates an aroused tension state (a drive) that motivates an organism to satisfy the need. According to this theory, we are motivated to reduce these drives and maintain homeostasis.

Homeostasis

The maintenance of a stable internal environment. Drive reduction is one way that the body maintains homeostasis.

Incentive theory

A theory suggesting that behavior is motivated by the pull of external goals, such as rewards or punishments. Incentives can either be positive or negative reinforcements.

Intrinsic/extrinsic motivation

Intrinsic motivation arises from internal factors (e.g., enjoyment, satisfaction), while extrinsic motivation comes from external factors (e.g., rewards, grades).

Arousal Theory

A general level of activation that is reflected in several physiological systems. Arousal theory suggests that we seek an optimum level of excitement or arousal.

Optimal Arousal

This theory states that there is an optimal level of arousal for performance. Performance is best under conditions of moderate arousal, rather than either low or high arousal.

Yerkes-Dodson Law

An empirical relationship between arousal and performance, stating that performance is best under moderate arousal; excessively high or low

Emotions

• physiological activation

• expressive behaviours

• cognitive Appraisal

1. Physiological Activation

   • Involves changes in the autonomic nervous system

   • Examples: increased heart rate, sweaty palms, rapid breathing

   • Prepares the body for action (fight-or-flight response)

2. Expressive Behaviours

   • How emotions are shown outwardly

   • Includes facial expressions, gestures, posture, and tone of voice

   • Often universal (e.g., smiling when happy, frowning when sad)

3. Cognitive Appraisal

   • The mental interpretation of what we’re feeling and why

   • Helps label the emotion (e.g., “I feel scared because this looks dangerous”)

   • Can influence how intense the emotion feels

All 3 combine to form a complete emotional experience.

Emotional Reaction Routes (2)

• Low Road: Fast, automatic reaction (thalamus → amygdala).
  → No thinking. Example: jump at loud noise.

• High Road: Slower, thoughtful response (thalamus → cortex → amygdala).
  → You think first. Example: realize the noise was just a door slam.

• These are the two pathways the brain uses to process emotional stimuli.

Theories of Emotion:

• James-Lange Theory

• Cannon-Bard Theory

• Schachter's Two-Factor Theory

1. James-Lange Theory

   • Body reacts first, then emotion follows

   • (e.g., Heart races → then you feel fear)

   • “I’m afraid because I’m shaking.”

2. Cannon-Bard Theory

   • Body and emotion happen at the same time

   • (e.g., You feel fear and your heart races at the same moment)

   • “I’m afraid and my heart is racing.”

3. Schachter’s Two-Factor Theory

   • Emotion = Physical reaction + cognitive label

   • (e.g., Heart races → you think: ‘This is scary’ → then feel fear)

   • “I’m afraid because my body is reacting and I label the situation as dangerous.”

Primary/Core & Secondary emotions

• Primary (Core) Emotions

  • Basic, universal emotions

  • Happen quickly and naturally

  • Examples: happiness, sadness, fear, anger, surprise, disgust

  • Seen even in infants and across cultures

• Secondary Emotions

  • Develop with experience, thought, and social learning

  • More complex, often involve self-awareness

  • Examples: guilt, pride, embarrassment, shame, jealousy

  • Vary between cultures

    Primary emotions are basic, universal feelings such as happiness, sadness, fear, anger, surprise, and disgust that occur quickly and are seen even in infants and across cultures. Secondary emotions are more complex, developing through experience and social learning, often involving self-awareness, such as guilt, pride, embarrassment, shame, and jealousy, and can vary between cultures.

Sigmund Freud

• Focused on the unconscious mind, inner conflict, childhood experiences

• Developed the Id, Ego, Superego

• Created Psychosexual Stages of Development

• Introduced defense mechanisms

• (Psychoanalytic Theory)

Carl Jung

• Believed in a collective unconscious shared by all humans

• Introduced archetypes (e.g., hero, shadow, mother)

• Proposed introversion vs extraversion

• Influenced the Myers-Briggs Type Indicator

Alfred Adler

• Emphasized social factors and the need to belong

• Introduced the concept of the inferiority complex

• Believed people strive for superiority and personal growth

Karen Horney

• Criticized Freud’s views on women

• Focused on anxiety and interpersonal relationships

• Proposed neurotic trends: submission, aggression, detachment

• (Neo-Freudian)

Carl Rogers

• Believed in the self-concept: ideal self vs perceived self

• Stressed unconditional positive regard

• Goal: become a fully functioning person

• (Humanistic Theory)

Abraham Maslow

• Created Maslow’s Hierarchy of Needs

• Emphasized self-actualization as the highest human need

• Believed people are motivated to grow and fulfill their potential

• (Humanistic Theory)