Personality psych exam 2: from quizlet

Phenomenology

The study of individuals' own unique, first-person, conscious experience. Subjective to the person.

Carl Rogers' View of Humans

\*emphasis on consciousness \n \*Stable yet changing \n \*a person is the person that they perceive themselves to be \n \*Subjectivity of Experience

Person-Centered Theory

how the individual perceives is the most important

Perception in person-centered theory

view of themselves and how one interprets experiences

Phenomenal field

Our psychological reality, composed of one's perceptions and feelings. Truly only known by the person.

field of experience

a similar understanding and knowledge they apply to the message. Subjective, selective, and incomplete.

Importance of authenticity

we have to be open to everything we experience and think. \n \*what we allow in is influences by what others think is important

self-actualizing tendency

the human motive toward realizing our inner potential \n Ultimately leads to self actualization, but we are never done.

Primary Motivating drive

\*tendency toward personality growth and to reduce tension \n \*born with innate drive

How does "self-actualizing" involve all aspects of the individual?

Knowing ourselves fully by addressing our thoughts, emotions, and experiences

Tendency to move toward fulfillment of potentials

we have to keep on wanting to grow and learn or it becomes maladaptive

"Self-Actualizing"

A verb because we are never done. We cannot stop this process because it would then become maladaptive.

Organism

more basic function version of us. Living complex system. Stable unit. Exposed to everything.

Self

how we experience everything. May filter things out

Conscious Process

All perception of the world happening around us. Interconnected system and always changing and has POTENTIAL to change.

Personal Responsibility

For our actions. Occurs when person is able to be acceptly aware of everything that is happening.

Core (intuitive) self

\*awareness of our self that we know at a deep, intuitive level \n \*automatic knowing about the things that define us \n \*connect with at a deep level \n \*experience about ourselves that we don't have to think about, we know who we are

non-intuitive self

\*require us to give a lot of thought to, to consider \n \*Might be aspects of ourselves that we don't automatically know \n \*we can get to know them, but requires work \n \* "what would you do in a particular situation?" --> hm. what would i do? (PONDERING and giving time to sort out yourself)

Actual self (real self)

the self we believe we are now

Ideal self

the self concept we would like to be, wish to be \n \*potential future self we aspire to be

Congruence

alignment of real self + ideal self

\*accuracy b/t experience, awareness, and communication

\*people seek consistency b/t sense of self and everyday experience

Incongruence

when difference emerge bt awareness, experiences of ideal self vs real self.

Vulnerability

A person's diminished ability to deal with demanding life events. \n \*high when incongruency is high

Anxiety and Threat

experiences when we gain awareness of incongruence --> @ odds with self

Denial defensive process

event experiences below threshold of awareness

Distortion defensive process

Reshape experience to for into existing self-concept

Symbolizaton

\*consciously + freely admitted into the self-structure \n \*Experiences are non-threatening + consistent with the self \n \*when we don't do this --> incongruency

Growth and Development

\*continues through life course \n \*Do parents provide environment for optimal psychological + personality growth?

Congruence experiences

happens when we are allowed and celebrated for being ourselves.

Positive regard

basic psychological need to be loved and liked and accepted by others \n \*we NEED this

Positive self-regard

thinking of oneself as a good, lovable, worthwhile person. Prizing or valuing oneself

Conditions of worth

\*loved + accepted only if meet others' expectations + approval \n \*become criteria by which we accept or reject our experiences

Process of Self-Actualizing

Simple --> complex organism. Depence --> indepence. rigid --> change and freedom

Characteristics of self-actualizing person

\*feel free to make choices \n \*creative \n \*still may face difficulties

double-controlled research design

participants and experimenters do not know who is receiving

Client-Centered Therapy

a humanistic therapy, developed by Carl Rogers, in which the therapist uses techniques such as active listening within a genuine, accepting, empathic environment to facilitate clients' growth. (Also called person-centered therapy.)

Importance of therapeutic environment in CCT

Safe, Personable

Qualities of Therapist in CCT

\*unconditional positive regard \n \*non-judgemental \n \*transparency \n \*Reflective Listening

Reflective Listening

Listening to the client and then repeating, in your own words, what you think the client is telling you.

Empathetic listening

listening to provide emotional support for a speaker

unconditional positive regard

according to Rogers, an attitude of total acceptance toward another person

Genuineness

Term used when therapist are true to their actions and are meaningful in what they say

non-judgemental

accepting people as they are, objective

Transparency

giving your true thoughts about the situation

presence

being attentive to what the client has to say

Evaluation of Rogers

Positives = Database, Systematic, Testable, Application \n Negatives = Systematic, Testable (depends on what is being tested), Comprehensive

Abraham Maslow

Humanistic psychologist known for his "Hierarchy of Needs" and the concept of "self-actualization" \n People are basically good

Self-actualization (Maslow)

one of the ultimate psychological needs that arises after basic physical and psychological needs are met and self-esteem is achieved; the motivation to fulfill one's potential

Peak and Plateau experiences

Peak= most powerful effects on us \n Plateau = opposite, the mundane

Deficit needs

physiological, safety, belonging, esteem

being needs

self-actualization

Existentialism

\*uniqueness of the individual \n \*"human condition" \n \*MEANING!!

Human condition

to be aware of our death

Viktor Frankl

Will to find meaning \n •Freedom & Responsibility \n •Logotherapy

Freedom and Responsibility

make our own choices + control thought but also be responsible interconnected

positive psychology

the scientific study of optimal human functioning; aims to discover and promote strengths and virtues that enable individuals and communities to thrive.

Seligman and Peterson

Classifying human strengths \n \*wisdom, courage, love, justice, temperance, transcendence

Czikszentmihalyi

Flow

Flow

a completely involved, focused state of consciousness, with diminished awareness of self and time, resulting from optimal engagement of one's skills

Behaviorist view of humans

body is a collection of mechanisms that perform various functions based on our environment

Behaviorist view of learning

Stimulus-Stimulus or Stimulus-Response (Conditioning)

Behavorism

the view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. Most research psychologists today agree with (1) but not with (2).

Determinism

belief that an event is caused by some prior event (determined by) with the cause being something that can be understood according to basic laws of science

causal influence of environment

There is no need to explain behaviors based on attitudes and feelings, rather behave because of the environment we are exposed to. \n ex. a rock doesn't "prefer" to travel in a hyperbolic shape, its environment tells it too! \n \*lab studies control what is being studied

Physical laws

people are physical objects, therefore can be understood through scientific analysis

Thoughts and feelings

viewed as 'behaviors' that are caused by the environment. Not usually studies because cannot be observed.

situational specificity

Environment = cause of behavior \n Behavior expected to vary \n significantly in different \n environments

Why do we focus on observable behaviors?

\*we can control it within lab research \n \*It is more careful and specific due to scientific nature of it

Simple Systems

\*rats, dogs, pigeons \n \*enough similarity to provide insight onto humans \n \*practical + ethical issues

Pavlov's Classical Conditioning

a neutral stimulus acquires the ability to produce a response originally produced by another stimulus

associative learning

learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning).

stimulus-response learning

learning to automatically make a particular response in the presence of a particular stimulus; includes classical and instrumental conditioning \n \*present food, dog salivates

reflexive

do not have to think about it, it automatically happens

neutral stimulus (NS)

in classical conditioning, a stimulus that elicits no response before conditioning ex. tone

conditioned stimulus

in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response ex. tone after conditioning

unconditioned stimulus

in classical conditioning, a stimulus that unconditionally—naturally and automatically—triggers a response. \n ex. food

unconditioned response

In classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth.

conditioned response (CR)

in classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus (CS) ex. salivation after tone

excitinction

CS alone will cause the effects to lessen or wear off

spontaneous recovery

the reappearance, after a pause, of an extinguished conditioned response

Generalization

the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses

Discrimination

in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus

experimental neurosis

A pattern of erratic behavior resulting from a demanding discrimination learning task, typically one that involves aversive stimuli.

John Watson (1878-1958)

\*founder of behaviorism \n \*Worked from Pavlov's foundation \n \*"Little Albert"

Little Albert

subject in John Watson's experiment, proved classical conditioning principles, especially the generalization of fear \n Used a white rat (NS) with a loud not (US) and albert's fear of the loud noise (UR), to then have a fear of the rat (CR) associated with the white rat (CS)

Jones "Unconditioning" of fear

* Extinction
\-- direct conditioning
\-- pleasant stimulus + feared object --> change in response
* Generalization of unconditioning

Kandel research findings (2000)

\*Nobel Prize \n \*What happens in the brain when an organism acquires a new response to a stimulus? \n \*Aplysia --> sea slugs w/ few nerve cells \n \*FINDINGS --> conditioning process at the neural level \n - Changes in the strengths of connections among neurons as a result of conditioning

B.F. Skinner (1904-1990)

Developed the fundamental principles and techniques of operant conditioning and devised ways to apply them in the real world \n \*"radical behaviorism" --> environment is everything

Skinner's view on psychological structures

\*structures of behavior are usually not observable \n \*Behaviorist approach greatly deemphasizes structure \n \*Skinner believed behavior is an adaptation to situational forces

Reponses

a response represents an external observable piece of behavior that can be related to environment events

Operants

voluntary (and generally goal-directed) behaviors emitted by a person or an animal \n \*elicited by stimuli or not \n \*stimuli in the environment do not FORCE the organism to behave or incite it to act

ABC learning model

Antecedent of behavior, Behavior itself, Consequence of behavior

Reinforcer

something that follows a response and increases the probability of the response happening again

punishment

an event that decreases the behavior that it follows

postive reinforcement

Adding an appetitive stimulus (something desired) to increase the likelihood of a behavior

negative reinforcement

Stopping or reducing negative stimuli, such as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response. (Note: negative reinforcement is not punishment.)

positive punishment

addition of something unpleasant. scolding or chores

negative punishment

the removal of a stimulus following a given behavior in order to decrease the frequency of that behavior. Get your phone taken away

Skinner Box

A small enclosure in which an animal can make a specific response that is systematically recorded while the consequences of the response are controlled. box with RAT

Continuous Reinforcement

reinforcing the desired response every time it occurs (interval v ratio)