Psychology of Personality, Chapter 7 Allport
About this set
Created by:
thumpaholden Plus on May 26, 2010
Subjects:
personality psychology, desouza, allport
Description:
Mostly taken from:
Hergenhahn, B. R. & Olson, M. H. (2007). An Introduction to Theories of Personality (7th Edition). Upper Saddle River, NJ: Pearson/Prentice Hall.
and
DeSouza, E. (2010). Manual for PSY 233 (PIP Packet # 7). Normal, IL: PIP Printing.
Order by
78 terms
Terms | Definitions |
|---|---|
 FALSE | True/False: Allport emphasized study of groups to understand the individual. |
| habit | Like attitudes, these are more specific than traits. |
| propriate striving | Attribute that emerges during the seventh stage in the development of the proprium. At this stage, the adolescent becomes almost completely future oriented. |
| self-esteem | Attribute that emerges during the third stage in the development of the proprium. At this stage, the child develops a feeling of pride by doing things on his or her own. "I can manipulate and master my own environment." |
| unifying philosophy in life | Unifying theme that holds together the life of a healthy, mature adult and gives it meaning. Such a theme is often religious in nature but, according to Allport, it does not need to be. |
| extrinsic religion | Superficial religion that is participated in for entirely selfish, pragmatic reasons. Allport considered such religion to be unhealthy. |
| denial of other approaches | Criticisms of Allport: 1) lack of scientific rigor, 2) circular reasoning, 3) atheoretical 4) ________,. |
| meaningful recommendations (eg. prejudice) | Contributions of Allport: 1) original concepts like use of documents, 2) refreshing view of personality, not too deep, 3) ______. |
| emotional security and self-acceptance | Two of the characteristics of a healthy, mature adult. |
| self as rational coper (problem solving) | What did Allport call years 6 to 12 of the development of the proprium, and what experience do they learn from? |
| need reduction | Satisfaction of a basic need. To many theorists, the elimination or reduction of needs is the primary goal in life. Allport did not agree. |
| principle of organizing energy level | Principle stating that energy that was once used for survival can be changed into concern for the future when survival is no longer an issue. |
| dynamic organization | Elements of Allport's definition of personality: 1) _________, 2) psychophysical system, 3) determines (it exists), 4) characteristic behavior and thought. |
| proprium | All the facts about a person that make him or her unique, and which grows over time. |
| intensity | Dimensions of behavior that indicate traits: 1) frequency, 2) range of situations, 3) _________. |
| intrinsic religion | Religion that seeks a higher meaning and purpose in life and provides possible answers to the many mysteries that characterize human existence. Allport considered such religion to be healthy. |
| cardinal | Disposition in which the "ruling passion" influences almost everything that a person does. Only a few individuals possess one of these. |
| type | Category into which one person can be placed by another person. To label a person as an "aggressive type" is to place him or her in a descriptive category based on behavior. |
| atheoretical | Criticisms of Allport: 1) lack of scientific rigor, 2) circular reasoning, 3) ________, 4) denial of other approaches. |
| self-extension, possessions | What did Allport call year four of the development of the proprium, and what experience do they learn from? |
| self-objectification | Honest appraisal of one's assets and liabilities that characterizes the healthy, mature adult. A person with self-objectification typically has a good sense of humour. |
| trait | Mental structure that initiates and guides reactions and thus accounts for the consistency in one's behavior. |
| determines (it exists) | Elements of Allport's definition of personality: 1) dynamic organization, 2) psychophysical system, 3) _________, 4) characteristic behavior and thought. |
| self-esteem, pride | What did Allport call year three of the development of the proprium, and what experience do they learn from? |
| need induction | Creation of needs rather than their reduction, typical of healthy human lives. Thus his theory is said to emphasize this. |
| self-extension | Attribute that emerges during the fourth stage in the development of the proprium. At this stage, the child's self-identity generalizes to external objects. "my toy, my town." |
| capacity for self-extension | Participation in a wide range of events that characterizes the healthy, mature adult. |
| lack of scientific rigor | Criticisms of Allport: 1) ________, 2) circular reasoning, 3) atheoretical, 4) denial of other approaches. |
| ought conscience | Moral guide used by normal, healthy adults whereby their moral judgments are governed by their own personal values and propriate strivings. Future oriented. |
| self-identity | Attribute that emerges during the second stage in the development of the proprium. At this stage, the child develops a self-identity; for example, realizing that he or she is the same person although conditions change. |
| idiographic method | Research method that studies a single case in great detail and depth. |
| secondary | Dispositions that are more specific than cardinal or central dispositions but still more general than habits and attitudes. These may be idiosyncrasies such as a person's preference for flamboyant clothing or for sweet food. |
| must conscious | Moral guide used by children whereby their moral judgments are determined by the internalized values of authority figures such as the parents. Similar to the superego postulated by Freud. |
| range of situations | Dimensions of behavior that indicate traits: 1) frequency, 2) _________, 3) intensity. |
| character | Description of a person that includes a value judgment. A person's character can be "good" or "bad" whereas a personality cannot be. |
| self-identity, self continuity over time | What did Allport call year two of the development of the proprium, and what experience do they learn from? "I am Jane." |
| realistic perceptions | Those accurate perceptions that characterize the healthy, mature adult. Don't blame others. Think realistically. |
| common traits | Traits used to describe a group of individuals. |
| raw materials of personality | Temperament, intelligence, and physique. |
| principle of propriate patterning | Principle stating that the proprium is the frame of reference that is used by a person in determining what is worth pursuing and what is not. |
| individual traits | Either the unique patterns of traits possessed by an individual or the unique way that a particular trait manifests itself in the personality of a particular person. For example, a particular person's way of displaying aggressiveness. Later in the development of his theory, Allport changed the term to personal disposition. |
| original concepts like use of documents | Contributions of Allport: 1) ______, 2) refreshing view of personality, not too deep, 3) meaningful recommendations (eg. prejudice). |
| expressive behavior | Research method Allport used, which was based on behavioral mannerisms, facial expression, style of walking, hand writing. |
| temperament | One of the raw materials from which personality is shaped. Temperament is the emotional component of the personality. |
| TRUE | True/False: Allport distrusted science as a source of information about personality. |
| FALSE | True/False: Allport believed that traits caused people to exhibit perfect consistency of behavior. |
| self as knower | Attribute that emerges during the eighth and final stage in the development of the proprium. At this stage, the proprium is aware of, unifies, and transcends the preceding seven aspects of the proprium. |
| no | Are attitudes traits? |
| frequency | Dimensions of behavior that indicate traits: 1) _________, 2) range of situations, 3) intensity. |
| functional anatomy | Motive that existed once for some practical reason later exists for its own sake. In other words, a motive that was once a means to an end becomes an end in itself. Allport's most famous and controversial concept. |
| propriate striving (need induction) | What did Allport call the adolescence period of the development of the proprium, and what experience do they learn from? |
| attitude | Like habits, these are more specific than traits. |
| nomothetic method | Research method that studies groups of individuals and therefore concentrates on average performance, rather than on the performance of a single individual. |
| self as rational coper | Attribute that emerges during the sixth stage in the development of the proprium. At this stage, the child begins to use complex mental operations (thinking) to solve problems. "I can think logically to solve this problem." |
| self-image, conscience | What did Allport call years 4 to 6 of the development of the proprium, and what experience do they learn from? |
| prejudice | Tendency to prejudge persons or objects in terms of how they are categorized as members of groups rather than in terms of actual experience with them. |
| personal disposition | Identical to an individual trait. The term individual trait was changed to this to avoid confusion with the term common trait. |
| circular reasoning | Criticisms of Allport: 1) lack of scientific rigor, 2) ________, 3) atheoretical, 4) denial of other approaches. |
| self image | Attribute that emerges during the fifth stage in the development of the proprium. At this stage, the child develops a conscience and begins to formulate future goals. "good me," "bad me." |
| capacity for warm, human interactions | Ability to have intimate relationships with others without being possessive or jealous. Such ability characterizes the healthy, mature adult. |
| common traits | Two types of traits: 1) _________, 2) personal dispositions. |
| characteristic behavior and thought | Elements of Allport's definition of personality: 1) dynamic organization, 2) psychophysical system, 3) determines (it exists), 4) _________. |
| personality | According to Allport, personality is the dynamic organization within the individual of those psychophysical systems that determine characteristic behavior and thought. |
| propriate functional autonomy | Important motives around which one organizes one's life. Such motives are independent of the conditions that originally produced them. |
| refreshing view of personality, not too deep | Contributions of Allport: 1) original concepts like use of documents, 2) ______, 3) meaningful recommendations (eg. prejudice). |
| principle of mastery and competence | Principle stating that an innate need exits for humans to aspire to greater mastery and competence. |
| TRUE | True/False: According to Allport, "personality" means the same as "character." |
| perseverative functional autonomy | Low level/primitive habits retained even thought they are no longer functional. |
| bodily me, sensations | What did Allport call year one of the development of the proprium, and what experience do they learn from? "my toes are part of me" |
| no | Are habits traits? |
| personal documents | To Allport, one of the best ways to study an individuals' personality was to examine personal documents such as diaries, autobiographies and letters. |
| personal dispositions | Two types of traits: 1) _________ common traits, 2). |
| self as knower (synthesis) | What did Allport call the adult stage of development of the proprium, and what experience do they learn from? |
| habits and attitudes | A trait summarizes many of these two aspects of personality. |
| central | Disposition, Those qualities about a person that you would mention in a letter of recommendations. The 5 - 10 characteristics that summarize a particular person's personality. |
| habit | Specific mode of responding - for example, putting on clean clothing in the morning - that develops because a more general trait exists, for example, the trait of cleanliness. |
| psychophysical system | Elements of Allport's definition of personality: 1) dynamic organization, 2) _________, 3) determines (it exists), 4) characteristic behavior and thought. |
| bodily "me" | Attribute that emerges during the first stage in the development of the proprium. At this stage, infants learn that their bodies exist because of their sensory experience. |
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