Personality Psych Exam 1 (NYU London F22)

Personality

The understanding of what people are like, how and why they behave in a certain way ;A statistical regularity of a finite number of behavior that we can measure

Individual Difference approach

statistical analysis of individual differences

Clinical Observation Approach

Studies based on observations of patients

Structural Models of Personality

Focus on 'how' people are different

Process Models of Personality

Focus on why people are different

Persona

the latin term personality is derived from

Hippocrates Personality Traits

Sanguine | Red Blood | Heart

Choleric | Yellow Bile | Liver

Melancholic | Black Bile | Kidneys

Phlegmatic | White Phlegm | Lungs

Galen 2nd Personality Traits

Explained by imbalance in humors and each person exhibits one of 4 temperaments

Descriptive

Bring order in complexity of behavior

Explaining

Explain why behaviors occur

Empirical

Generate predictions that can be tested

Parsimonious

Be economical in the numbers of explanatory concepts that are included

Impactful

Demonstrate practical usefulness of theory

Unconscious Force

Motives behaviors are driven by, this makes it difficult to know our true self

Libido

The fixed amount of mental energy a child is born with

Defence Mechanisms

A main usage of energy due to it driving unconscious anxiety

Ego

executive meditating between id impulses and superego inhibitions; testing reality; rational. Operates mainly at conscious level but also at preconscious level. (self)

Superego

Ideals and morals; Striving for perfection; incorporated from parents; becoming a person's conscience. Operates mostly at preconscious level. (Moral compass)

Id

Basic impulses (sex and aggression); seeking immediate gratification; irrational and impulsive. Operates at unconscious level. (Instincts)

Oral Stage

Birth to 1 year erogenous zone: Mouth ; Weaning off of breast feeding or formula | smoking, overeating

Anal Stage

1 to 3 erogenous zone: bowel and bladder control

Phallic Stage

3 to 6 erogenous zone: Genitals

Latent Stage

6 to Puberty; Libido inactive

Reaction Formation

Adopting beliefs contrary to your own beliefs

Projection

Attributing unacceptable desires to other

Denial

Refusing to accept the real events because they are unpleasant

Sublimation

Redirecting unacceptable desires through socially acceptable channels

Displacement

transferring inappropriate urges or behaviors unto more acceptable or less threatening target

Rationalization

Justifying behaviors by substituting acceptable reasons for less acceptable real reasons

Regression

Returning to copying strategies for less maturer stages of development

Repression

Suppressing painful memories and thoughts

Anna Freud

youngest if sigmunds 6 children; specialized in psychotherapy with children; defense mechanisms were most important during adolescence because of the motivational conflicts that arise

Future Goals

Motivate behavior

Personality Development

Jung believes this continues throughout the life

Self Realization

Jungs therapy aimed to assist his patients in this; the final stage of personality development

Extraverted Thinking Type

-Aims to be objective and guided by facts

-Repressing emotional responses and guided by rules

-Neglect spiritual and aesthetic side of their nature

Extraverted Feeling Type

-Tends to be conventional

-Expectations of others strongly influence feelings and behavior

Extraverted Sensing Type

-Act rather than think

-Keen to enjoy life

Extraverted Intuitive Type

-Very Creative and excited about what is new

-Keen to exploit opportunities

-Tendency to follow hunches rather than decide on basis of facts

Introverted Thinking Type

-Private people

-Intellectual

-Repress feelings

-Find it difficult to express ideas and feels

Introverted Feeling Type

-Quiet, thoughtful, and difficult to get to know (mysterious)

-Feel things very intensely

Introverted Sensing Type

-Very sensitive and seem to overreact to outside stimuli

-Calm and quite passive

Introverted Intuitive Type

-Seem withdrawn and uninterested (dreamers)

-May come up with unusual ideas

-Communicate poorly

MBTI 16 Types

Extroversion, Introversion

Thinking, Feeling

Sensing, intuition

Judgement, Perception

Extroversion

React to enviroment

Introversion

More inward looking

Thinking

Preference for use of logic and rational

Feeling

Preference for subjective processes and emotion

Sensing

Rely on what can be perceived and is real

Intuition

Rely more on nonobjective and unconscious processes

Judgement

Uses combination of thinking and feelings

Perception

Uses combination of sensing and intuition

Inferiority Complex

Refers to person's feeling that they lack worth and don't measure up to social stands

-Freud: Motivated by sexual and aggressive urges

-Adler: Originate in childhood and are what drive people to attempt gain superiority (Force behind all thoughts emotions and behavior)

Ruling Type

-Lacking social interest and courage

-Striving for personal superiority and power

- Exploit other to accomplish goals

Avoiding Type

-Lacking confidence to solve problems

-Pretend that problems do not exist

-Blame others and claim not accountable

Getting Type

-Passive, making little effort or solve problems

-Can use charm to get others to do things

-This parasitism is viewed unhealthy

Socially Useful Type

-Face life confidently

-Positive social interest

-Prepared to co-operate with others and contribute to their welfare

Sigmund Frued Importance

-Important of unconscious

-Concept of 'Defence Mechanism'

-First comprehensive theory of personality

-Applied Value: Psychoanalytic treatment of patients

Carl Jung Importance

-importance of future goals

-concept of 'persona'

-Extraversion and introversion

-applied value: MBTI and Art Therapy

Alfred Adler Importance

-Importance of social context

-Concept of 'Inferiority Complex'

-Birth Order Effects

-Applied value: Systematic Training for Effective Parenting

Humanistic Approaches

-Emphasizes personal growth

-Based on European traditions of existential philosophy

-Savor the present

-Emphasis on free will and personal responsibility

Abraham Maslow

Hierarchy of Needs and Self Actualization

Instinsctoid Tendencies

Innate tendencies toward healthy growth and development; May display honesty, trust, kindness, love and generosity

Self Actualizers

-Higher levels of self acceptance and self knowledge

-Well developed ethical and moral standards

- accepting responsibility for their actions

-accepting of others

-strong wish to help others and concern for communities

-motivated by desires to fulfill their inner potential

-More independent and less influenced by cultural norms

-have deeper personal relationships (few close friends)

-Interested in big picture

Self-Actualization Tendencies

Innate and positive drive to develop and realize our potential

Real Organismic Self

-Genetic blueprint for the person (potential)

-Unconditional positive regard is accepting someone for who they are

- this is the emotional experience for developing true potential

Self Concept

How we learn to see us based on how other have described and evaluated us (social reality)

Silent Empathic Presence

The listener is silently present, with openness and curiosity about the underlying needs of the speaker

Verbal Empathic Connection

With the same openness and curiosity, the listener checks in about the underlying needs of the speaker

The Need for competence

Individual's control over the external world

The need for autonomy

Individual's ability to determine own behavior

The need for relatedness

Individual's sense of belongingness

Amotivation

People who are not motivated

Extrinsic Motivation

Reason for doing something are external to person

intrinsic Motivation

Reasons for doing something are inside a person

External Regulation

Motivation controlled by rewards and threats

Introjected Regulation

Avoiding negative feelings

Identified Regulation

Seeking valued outcomes

Integrated Regulation

Behaviors consist with self identity

Impersonal orientation

Relates to amotivation

Controlled Orientation

Toward extrinsic motivation

Autonomy Orientation

Toward aspects of environment that stimulate individual's intrinsic motivation

Abraham Maslow Importance

-Importance of basic needs

-Concept of self actualization. and peek experience

-Applied Value: Well being is satisfaction of basic needs

Carl Roger Importance

-Importance of both basic and psychological needs

-Concept of self image and ideal self

-Applied value: Children focused parenting and education

Ryan & Deci Importance

-Importance of psychological needs (competence, autonomy, relatedness)

-Concept of internalizing (from extrinsic to intrinsic motivation)

-Applied Value: Human Motivation

Psychometrics

-Branch of psychology concerned with scientific measurement of individual differences

-Accurate assessment of individual differences is important, because theories can be tested if and only if the constructs involved can be measured

-a working knowledge of psychometrics is essential for the understanding of

- personality and intelligence theories

- psychological applications

Neuropsychology

Test measure sensory, perceptual, and motor performance

Educational Psychology

Ability tests are used in the study of educational success and learning impairments.

Occupational psychology

Widely uses personality test

Clinical Psychology

Uses test to diagnose clinical conditions

Internal Consistency

Measures the homogeneity of the test (the degree to which. the. various parts of an instrument measure. the same variable)

split-half reliability

Random splits the test into two halves, calculates the Pearson correlation between them (not recommended)

Test-retest

Also known as 'temporal stability'. Same test administered on two different occasions spaced, for example, about one month or more apart.

Face Validity

Experts review test contents to determine if they are appropriate 'on their face'

Internal Validity

Extent to which the observed effect on the dependent variable is caused only be the experimental treatment condition

External Validity

Extent to which the observed effect generalize to the general population

Criterion Validity

The degree to which scores on a test correlate with scores on a relevant external criterion

Convergent Validity

The degree to which scores on a test correlate with variables they are supposed to correlate with

Discriminant Validity

The degree to which scores on a test do NOT correlate with variable they are NOT supposed. to correlate with.

Predictive Validity

the degree to which scores on a test predict future. behavior on a criterion variable