psych 530 exam 2
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64 terms
Terms | Definitions |
|---|---|
 phenomenal field | space of perceptions that makes up our experience, subjective construction. the individual constructs this inner world of experiences and the construction reflects not only the outer world of reality but also the inner world of personal needs, goals and beliefs |
| phenomenological approach | rogers- investigates peoples conscious experiences, one is interested in the experiences of the observer, how the person experiences the world |
| q sort technique | developed by stephenson but used by roger, stack of cards with characteristics that to describe personality. balance btwn fixed and flexible measures, administered more then once to asses actual and ideal self |
| self actualization | rogers, personality process is forward looking tendency toward personality growth |
| self consistency | lecky, does not seek to gain pleasure or avoid paint but to maintain self structure, preserve self valuation system |
| congruence | rogers, between the self and experience, what people feel and how they view themselves |
| subception | can be aware of experience that is discrepant with the self concept before it reaches consciousness |
| two defense mechanisms by rogers | distortion and denial, distortion allows experience into awareness but in a way that is consistent with self |
| need for positive regard | rogers, idea that people need not only the obvious biological facts of life- food water and shelter but also need to be accepted and respected by others |
| conditions of worth | rogers, opposite of need for positive regard, the child is made to feel like a worthy individual if and only if they do as others want them too |
| self experience discrepancy | experiences that are incongruent with the self structure are subceived, threatening events are detected below the level of conscious awareness and then are either denied or distorted, this distortion results in discrepancy between actual psychological experiences and the selfs awareness of experience |
| client centered therapy | uses technique of reflection but also plays more active role in understanding the experiences of the client |
| three conditions hypothesized by rogers to be critical for therapy | congruence, unconditional positive regard and empathic understand |
| congruence | genuineness, therapists are themselves, do not present scientific or medical facade |
| unconditional positive regard | the therapist communicates a deep and genuine caring for the client as a person |
| empathic understand | therapists ability to perceive the clients experiences as they were experienced by the client |
| human potential movement | maslow, social structures that restrict the individual from realizing his/her potential are a root cause of this frustration his pyramid going from most important is physiological, safety, belongingness, esteem, self-actualization |
| flow | csikzzentmihalyis, feature of conscious experiences, positive states of consciousness with following characteristics, perceived match betwn personal skills and environmental challenge, high level of focused attention, involvement in such that time seems to fly and irrelevant thoughts and distractions dont enter conscious mind |
| existentialism | concern with humans, being alive, and the individual being most important and irreplaceable - jean paul sartre |
| rogers strengths | focuses on important aspects of human existence that are neglected in many other theories, including self concept and the human potential for personal growth, provides concrete therapeutic strategies that have proven useful in bringing about psychological change in therapy, brings scientific objectivity and rigor to diffcult to study processes involving both interpersonal relationships and phenomenal experience |
| rogers limitations | less comprehensive that some other theories, with little attention devoted to the biological bases of human nature, may exclude from research and clinical concern phenomenal that lie outside of conscious experience, devoted little attention to the possibility of cultural variation or situation to situation and processes involving the self, and thus provides few tools for explaining those variations exist |
| authenticity | extent to which the person behaves in accord with his/her self as opposed to behaving in terms of roles that foster false self presentations |
| cardinal trait | allport, expresses a disposition that is so pervasive and outstanding in a persons life that virtually every act is traceable to its influence- not very popular |
| central traits | allport, express dispositions that cover a more limited range of situations that is true for cardinal traits ex- honesty, kindness, assertiveness |
| secondary dispositions | allport, traits that are the least conspicuous, generalized and consistent |
| function autonomy | allport, adult grows out of the early motives that were important in childhood and they do not affect the person in adult life |
| strengths of allport | trait psychology, psychology of personality as a unique scientific discipline , |
| limitations of allport | did little research to establish the utility of specific trait concept, didnt do research to prove traits were hereditary, idiographic research cant be generalized, |
| factor analysis | tool that trait theorists have relied on is a statistical technique, statistical tool for summarizing the ways in which a large number of variables go together or co occur |
| surface and source traits | cattell, surface- represent behavioral tendencies that are superficial and literally on surface and can be observed. source traits-what caused the surface trait |
| cattell had 16 source traits put into three categories ability, temperament, dynamic | ability traits refer to skills and abilities that allow the individual to function effectively. temperament involve emotional life and the stylistic quality of behavior - work slow vs fast etc. dynamic striving, motivational life of the individual |
| cattell had difference data | L-data - life record data, Q data self report questionnaires, OT data objective test data |
| state | cattell, refers to emotion and mood at particular point in time, determined by the immediate situation on is in. ROLE certain behaviors are more closely linked to social roles one must play than to personality traits one possesses, social roles, etc.. |
| strengths of cattell | major aspects of personality theory, systematic research laid foundation for generations of trait based researchers, 16P.F questionnaire |
| limitations of cattell | more practical than scientific, not very impactful, large number of factors made it hard to apply, not simple enough, |
| superfactors | eysenck, factor analytic traits dimensions at the highest level of hierarchy of traits - ex introversion, extroversion, neuroticism, psychoticism |
| strength of eysenck | good job of theorizing scientifically, individual differences, |
| limitations of eysenck | wasnt very impactful, better two and three dimensional models have been found for available data, biological base for personality traits lack consistent support, |
| psychoticism | eysneck, dimension of personality defined by a tendency to be solitary and insensitive at one end and to accept social custom and care about others at the other end |
| trait | disposition to behave in a particular way as expressed in a persons behavior over a range of situations |
| big five | five personality factors are the foundation of individual differences in personality rests on factor analyses of three types of data, trait terms in natural language, cross cultural research, relation of trait questionnaires to other questionnaires |
| big five | "OCEAN" openness, conscientiousness, extraversion, agreeableness, neuroticism pg 261 |
| NEO-PI-R | neo personality inventory revised by costa and mccrae , questionnaire to measure the big five personality factors |
| facets | facets are more specific components that make up each of the broad big five factors |
| five factor theory | mccrae and costa, claims that the five primary traits are more than mere descriptions but treated as things that really exist, every person had in varying amounts |
| strengths of trait theory | active research effort, interesting hypothesis, potential ties to biology |
| limitations of trait theory | the method: factor analysis, what does a trait include, and what is left out or neglected |
| person situation controversy | controversy between psychologists who emphasize the consistency of behavior across situations and those who emphasize the importance of the variability of behavior according to the particular situation |
| sixth factor model | would include honesty/humility into the group, not yet incorporated though |
| big three | cross culturally reliable are extraversion, agreeableness and conscientiousness |
| neuroticism | worrying, nervous, emotional, insecure, inadequate, hypochondriacial, traits- excessive cravings or urgers, identifies those with psychological distress, |
| secondary factor analysis | eysenck, to identify a simple set of factors that were independent, not correlated with each other. these secondary factors are also traits- consistent styles of emotion or behavior that distinguish people from one another |
| psychoticism | eysneck, also a super factor, we might label as abnormal, agressiveness, lack of empathy, interpersonal coldness, antisocial behavior |
| eysenck personality questionnaire | self report itesm designed to tap into the super factors P, E, N, |
| eysenck biological bases for traits | needs multiple models to assess these independent traits, found underlying biology for traits especially extraversion, saw introverts as more arousable therefore needing less stimuli and extraverts needing more. and cross culturally aggred with E, because of biological functioning- brain activity, heart, pulse, sweat glands |
| semantic differential | developed as a measure of attitudes and meaning of concepts, rather than as a specific test of personality. has value as personality assesment technique. rate yourself as number on 7 number scale on polar adjectives such as good-bad, strong- weak and as my self or my ideal self |
| tory higgins | the relation between aspects of self concept and emotional experience. |
| ought self | higgins, aspect of self concept that is concerned with duties, responsibilties and obligations |
| ideal self | centers on hopes, ambitions and duties |
| dejection related emotion | comes from discrepancies between actual self and ideal self, person feels like the ideal self would be an a student but receives a c will feel disappointed sad, depressed - higgins |
| agitation relation emotion | comes from discrepancies between self and ought self, if person feels like ought self is an a student but receives a c they will feel fearful, threatened or anxious |
| dejection emotion | disappointed sad, depressed |
| agitation emotion | fearful, threat, anxiety |
| contingencies of self worth | crocker, idea that persons self esteem depends on- or is contingent on- postive and negative events. self esteem rises with an a, lowers with an f. typical self esteem is same but fluctuates day to day based on events that day |
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