Psychology: Intelligence, Personality, Validity & Reliability
About this set
Created by:
paperxcrane on October 31, 2011
Subjects:
Description:
psychology unit 2
Log in to favorite or report as inappropriate.
Order by
94 terms
Terms | Definitions |
|---|---|
 Personality | an individual's unique pattern of thoughts, feelings and behaviour that are relatively stable over time and across situations |
| Psychodynamic theories of personality | personality is a result of unconscious psychological conflicts and how effectively these are resolved by the individual |
| Conscious level | aware of this information at any time, everything you are thinking, feeling sensing |
| Preconscious level | easily accessible information at "back of mind" but not currently aware of it |
| Unconscious level | information not acceptable to the conscious mind, unacceptable thoughts, impulses, fears |
| Id | innate, biological needs which all of us are born with, and which help us survive (demanding force) |
| pleasure principle | (id operates on this) it must have its needs met immediately to increase pleasure, avoid pain |
| Ego | realistic, logical, orderly, part of the personality that mediates between the selfishness of the id and the conscientiousness of the superego |
| reality principle | (ego operates on this) ensure needs of Id are met, in a socially acceptable way and at appropriate times |
| Superego | our conscious, judges us, looks over us , the moral component of personality that incorporates social standards about what represents right and wrong |
| moral principle | (super ego operates on this) providing us with ideas of what is right and wrong, responsible for feelings of guilt and pride |
| Defence mechanisms | unconscious process by which the ego defends or protects itself against anxiety arising from unresolved internal conflicts |
| Anxiety | an uncomfortable or unpleasant psychological feeling that often arises from fear that our instincts will make us do something we will be punished for |
| Denial | refusing to believe whatever it is that would cause anxiety |
| Repression | preventing unacceptable thoughts from entering conscious mind |
| Reaction-formation | thinking, feeling, acting in the opposite way of what you actually think or feel |
| Projection | shifting our unwanted thoughts, feelings, personal shortcomings on someone else |
| Rationalism | making up "excuses" to justify unacceptable thoughts, feelings |
| Compensation | cover up real/imagined weakness by emphasising on something you excel in |
| Sublimation | channelling unacceptable thoughts in a socially acceptable way |
| Intellectualism | ignoring emotions and feelings by talking about emotionally painful events in a cold manner |
| Fantasy | fulfilling unconscious wishes or impulses by imagining them in activities |
| Displacement | directing an emotion away from the object or person that caused it to a substitute subject or person that is less threatening |
| Oral Stage | Birth-Two years, pleasure for infant centres around mouth (sucking, biting, chewing) |
| Oral Fixation | experience of being fed is too frustrating or too pleasurable |
| Anal Stage | Two-Three years, pleasure relates to the anus, particularly passing stools |
| Anal fixation | if toilet training is too harsh, it beings too early/too late or if its extremely pleasurable |
| Anal retentive | "holding in" excessively clean, orderly, a hoarder, stubborn, stingy |
| Anal expulsive | "special pleasure from letting go" untidiness, cruelty, impulsivity |
| Phallic Stage | Four-Five years, child's attention is often focused on the sex organs |
| Electra complex | conflict during phallic stage in which girls supposedly love their fathers romantically and want to eliminate their mothers as rivals |
| Oedipus complex | according to Freud, a boy's sexual desires toward his mother and feelings of jealousy and hatred for the rival father |
| Latency Stage | Six years-Puberty, focused away from bodily zones and pleasure seeking, develops close relationships with the same sex and gain social skills |
| Genital Stage | Puberty-Early Adolescence/Adulthood, focused on genitals and ability to reproduce, growing need for mature and social, sexual relationships |
| Freudian slips | unintentional remarks/ "slips of tongue" are not meaningless mistakes, it provides an insight to the unconscious mind |
| Personality Trait | a personality characteristic that lasts over time and across different situations |
| Trait theories | measuring, identifying, and describing individual differences in terms of traits |
| Continuum | shows a trait or dimensions of its two extremities/opposites |
| Introversion | quiet, thoughtful, reserved (Eysenck's Pen Model) |
| Extraversion | social, outgoing, talkative (Eysenck's Pen Model) |
| Neuroticism | Tends to worry, anxious, moody (Eysenck's Pen Model) |
| Emotional Stability | Calm, even tempered, relaxed (Eysenck's Pen Model) |
| Psychoticism | Aggressive, cold, egocentric, antisocial, impulsive (Eysenck's Pen Model) |
| EPQ-R | Eysenck's Personality Questionaire-Revised |
| Openness to experience | imaginative, curious, artistic, insightful (Five-Factor Model) |
| Conscientiousness | organised, thorough, efficient, competent, reliable, disciplined, dutiful (Five-Factor Model) |
| Extraversion (Surgency) | outgoing, sociable, talkative, energetic, assertive (Five-Factor Model) |
| Agreeableness | cooperative, compliance, sympathetic, kind, affectionate, forgiving, modest (Five-Factor Model) |
| Neuroticism (f-f model) | tense, anxious, moody, irritable, impulsive, vulnerability (Five-Factor Model) |
| Humanistic Theory | "all people are born good, all individuals strive to reach their full potential" |
| Self actualise | To reach full potential |
| Self concept | Perceptions and beliefs an individual has about themselves |
| Self image | person you think you are |
| Ideal Self | person you want to be |
| True self | person you actually are |
| Intelligence | the ability to learn from experience, to acquire knowledge, to reason and solve problems, to deal with people and objects, and to adapt effectively to the environment |
| Stanford Binet test of Intelligence | Tested reasoning, memory, vocabulary, perceptual judgement |
| Linguistic intelligence | use of language and words (written and spoken) - Gardner's Multiple Intelligences |
| Musical intelligence | musical competence, such as understanding pitch, rhythm and timbre - Gardner's Multiple Intelligences |
| Logical-mathematical intelligence | ordering and reordering numbers of objects to measure their quantity, using a sequence of logical steps in solving a problem - Gardner's Multiple Intelligences |
| Spatial intelligence | mentally forming and using accurate visual images of real objects and events, mentally rotating objects in 3D space - Gardner's Multiple Intelligences |
| Bodily-Kinesthetic intelligence | using one's body in highly specialised and skilled ways as seen in athletes, dancers, gymnasts and other physical performers - Gardner's Multiple Intelligences |
| Intrapersonal intelligence | ability to understand one's own feelings and draw on them to guide one's behaviour in an appropriate way - Gardner's Multiple Intelligences |
| Interpersonal intelligence | ability to read other peoples moods, motivations, intentions and other internal states and effectively act upon this knowledge - Gardner's Multiple Intelligences |
| Naturalistic intelligence | ability to recognise and categorise natural objects - Gardner's Multiple Intelligences |
| Existential intelligence | ability to raise and consider basic questions about existence, life & death - Gardner's Multiple Intelligences |
| Emotional intelligence | the ability to recognise the meanings of emotions and their relationships, and to reason and problem solve on the basis or emotions |
| Perceiving Emotion | detect, accurately express and interpret our own emotions and those of others (reading non verbal signals, facial expressions, body language) |
| Using Emotions to assist thought | using emotions to think more clearly or effectively (why somebody did something, or is about to...etc) |
| Understanding emotions | ability to understand meaning of emotions, their causes, consequences, relationships between emotional states |
| Managing Emotions | how to deal with emotions (one's self and others), being open to feelings and controlling emotions |
| WAIS-IV | Wechsler Adult Intelligence Scale |
| IQ | MA/CA x100/1 |
| Range | difference between highest and lowest score in set of scores |
| Variance | based on every score in a set of scores, not just two extremes |
| Standard deviation | how far on average, a score differs (deviates) from the mean |
| Validity | accuracy of the method of measurement (the test must measure what its actually supposed to measure) |
| Reliability | consistency and stability of the method of measurement (you want to achieve same results every time test is taken) |
| Content Validity | content of test including all subtests and items, adequately measures what it is designed to |
| Criteria-Related Validity | test can predict certain traits from answers given |
| Con-current Validity | a test is valid if the results obtained for the test compare favourably with results for a test known to be valid |
| External Validity | the results can be generalised to the population which sample was drawn |
| Test-Retest Reliability | giving the same test to the same group of people on two different occasions and then comparing the two sets of scores |
| Parallel-forms Reliability | involves giving another version of the same test instead of using exactly the same test twice |
| Internal consistency Reliability | involves using correlations between the different items in the same test to determine whether items produce similar results |
| Inter-Rater Reliability | involves checking that different test administration (who's checking) get similar results |
| Personality Inventory | A test consisting of written questions designed to assess personality or aspects of personality |
| Personality Test | an assessment device used to evaluate or measure personality or aspects of personality |
| Positively Skewed Distribution | A lot of scores clustered on the lower end |
| Negatively Skewed Distribution | A lot of scores clustered on the higher end. |
| Multiple intelligence Inventory | How did Gardner measure Multiple Intelligence? |
| Inventories | self report, closed questions, questions relate to specific dimensions |
| Projective test | presents participants with visual information, uncovers individual's unconscious wishes, desires, fears, involves subjective interpretation |
| MSCEIT | Mayer-Salovey-Caruso Emotional Intelligence Test |
First Time Here?
Welcome to Quizlet, a fun, free place to study. Try these flashcards, find others to study, or make your own.
Set Champions
Scatter Champion
15.1 secs by paperxcrane
Space Race Champion
46,220 points by paperxcrane