PT: Exam 3

Epigenetic Principle

Everything has a ground plan, out of ground plan parts arise to form a functioning whole.

Stage 1: Trust v.s. Mistrust

Ego Strength=Hope

Parents having consistent care of child (trust) or inconsistent care (mistrust). Can affect relationships as adults

Stage 2: Autonomy v.s. Shame & Doubt

Ego Strength=Will

Toddlers learn that they can affect their environment, have to be able to act on their own.

Stage 3: Initiative v.s. guilt

Ego strength=Purpose

Taking pride in what they can do, but not being told they are great at everything.

Stage 4: Industry v.s. inferiority

Ego strength=competence

Kids have to have something that they are good at to not feel inferior, but has to be reality based (can’t be good at everything)

Stage 5: Identity v.s. identity confusion

Ego strength=fidelity

Identity crisis/exploration, trying on different roles but can be problematic in adulthood.

Moratorium

No adult responsibilities while figuring out your identity.

Identity foreclosure

Exploration is stopped too soon, child is overly responsible, identity searching starts in adulthood.

Stage 6: Intimacy v.s. isolation

Ego strength: love

Trusting someone at our worst moments opposite would be giving a persona.

Stage 7: Generativity v.s. stagnation

Ego strength:care

Contributing to the world, caring for family, kids, etc. Appreciation of different cultures/ideas. Opposite would be wondering who am I?

Stage 8: Integrity v.s. Despair

Ego strength:wisdom

looking back on life, despair is looking back in shame, integrity is looking back on other stages, meaning of life.

Dystonic Resurgence v.s. Gerotranscendence

Confronting negative parts of stages, and acceptance of death and peace.

Lexical

Study of language

State

How someone is acting in a particular time period

Trait

Someone shows consistent behavior overtime.

Gordon Allport

Manifest v.s. latent content. Argued that all throughout life you are becoming who you are. Focused on the conscious.

Functional Autonomy

A trait’s independence of its developmental origins. (ex a little girl wanting to be a ff after seeing her dad be one, but then develops her own reasons)

Individual traits

No traits are the same, different groups of traits (categorical)

Common traits

Similar groups of traits in society- broad (continuous)

Cardinal trait

Very rare, Christ like, very few people have that trait, person who has it is a prototype. Most pervasive.

Central Traits

A dozen or so traits that describe you, usual way of behaving

Secondary traits

Least pervasive, surface level description

Raymond Cattell

Said that traits are units of personality that have predictive value.

16 PF

16 personality factors, clinical scales, Intelligence tests

Q-data

Questionnaire data (16PF), can have bias, self reported, widely collected.

T-data

Objective test data (reaction time) Ink blot, low reliability and validity.

L-data

Life record data (tickets, etc) How many marriages, divorces, car accidents, how traits manifest themselves.

The Big Five

Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism. (OCEAN)

Openness

Original, imaginative, daring, liberal values, loves trying something new

Conscientiousness

Careful, well organized, functional, ambitious, persevering, professionalism.

Extraversion

Sociable, fun loving, affectionate, friendly, positive emotional experience

Agreeableness

Forgiving, lenient, sympathetic, soft hearted, try to avoid conflict

Neuroticism

Worried, Insecure, self-conscious, temperamental, emotional instability, life experiences.

Temperament

The biological bases of personality, physiological arousal level, reactive and inherited.

Heritability

How much of the variability of a trait in a particular population can be attributed to genetic variation in that population. (Genes v.s environment)

Adoption Studies

Looking at adopted kids, and seeing if they are more like adopted or bio parents. If more like bio, represents a genetic disposition for that trait.

Twin Studies

Compares twin to twin, assumption of equal environments, any variability must contribute to genes.

Concordant

when twins have similar traits

Operant conditioning

Learning in which the frequency of responding is influenced by the consequences that are contingent upon a response.

Reinforcement

Increase the rate of responding

Positive Reinforcement

Adding something

Negative reinforcement

Taking something away

Four fundamental concepts about learning

1) In order to learn, one must want something - drive

2) Notice something - cue

3) Do something - response

4) get something - reward

Gradient of Approach

The closer something gets, the desire and excitement grows

Gradient of avoidance

Closer to something unwanted, greater the desire to avoid unwanted thing

approach-approach

choosing between two wanted things

approach-avoidance

wants something but wants to avoid the consequence that comes with it

avoidance-avoidance

two unwanted things, step toward either creates avoidance