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| distinctive and relatively enduring way of thinking, feeling and acting. people show consistency in behaviour |
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| hypnosis, free association, dream analysis |
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| think you're saying something normal, but you say soemthing sexual |
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| common themes in psychoanalysis |
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| the potential to enter into awareness |
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| inaccessible to awareness |
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| source of psychic energy, fully unconscious, contains the libido, operates on what si called the pleasure principle, ignores reality |
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| conscience, internalization of rules, restrictions of society, guilt, makes us feel good for doing the right thing |
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| get energy from Id. mediates ego superego and Id. part that the world can see. thinking, planning, protective self, reality principle |
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| when ego fails to succesfully negotiate |
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| conflict, anxiety, defenses occur |
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| id impulses threaten to get out of control, the ego perceives danger from environment |
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| id impulses threaten to get out of control, the ego perceives danger from environment |
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| repression, denial, reaction formation, projection, displacement, sublimation, rationalization, conversion, intellectualization |
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| unacceptable thoughts are kept from consciousness. #1 line of defense |
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| opposite behaviour of what you feel |
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| taking feelings and putting them onto someone else |
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| channeling to an acceptable outlet |
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| the emotion connected with an upsetting event is repressed and the situation is dealt with as an intellectually interesting event |
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| Freud's 5 stages of psychosexual development |
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| oral, anal, phallic, latent, genital |
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| 0-2. baby must get food by succling, oral fixation=smoker, over eater.. improper weaning |
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| 2-4, toilet training. anal expressive fixation- messy and wasteful. anal retentive-obsessively clean, organized |
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| 4-6. oedipus complex. castration anxiety. fixation- acting macho. electra complex (penis envy). fixation- feelings of inferiority to men, flirting, seeking father figures |
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| 6-12. middle childhood. sexual instincts are submerged |
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| puberty-on. adolescents. have sexual relations |
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| lacks objectivity (confirmation bias, took notes after interview, no verification of accuracy of reports), case studies may not be representative, lacks precision(circular theory, does not allow prediction), developmental theories were based on adults and not children, experiments do not support the theory |
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| instinctual drives generate this, and it powers the mind and constantly presses for either direct or indirect release |
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| tests reality to decide when and under waht conditions the id can safely discharge its impulses and satisfy its needs |
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| psychoanalysts who disagreed with certain aspects of Freud's thinking and developed their own theories |
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| carl jung - humans posses not only a personal unconscious, but also a collective unconscious that consists of memories accumulated throughout the entire history of the human race |
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| inherited tendencies to interpret experience in certain ways |
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| focus on the images or mental representations that people form of themselves and other people as a result of early experiences |
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| self consistency, congruence, unconditional positive regard |
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| consistency in our self perceptions |
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| consistency between who we think we are and our experience |
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| unconditional positive regard |
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| people think positively about us |
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| conditional positive regard generates |
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| conditions of worth, rules that dictate when we are and are not worthy of love |
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| constantly seeking information that verifies how they think of themselves, seek self confirming relationships |
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| a tendency to gain and preserce a positive self image |
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| if you do poorly, you blame other people, depressed people are the opposite |
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| fully functioning persons |
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| do not hide behind masks or adopt artificial roles |
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| organized mental structures that contain our understanding of the attributes and behaviours that are appropriate and expected for males and females |
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| psychoticism-self control, create and had a tendency toward nonconformity, impulsivity and social deviance |
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| which factors help determine the way traits hang together, based on correlational analysis |
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| 16 personality factors, revealed by factor analysis |
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| opennes, conscientiousness, extraversion, agreeableness,neuroticism |
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| introverted/extraverted, stable/unstable |
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| trait theory doesn't allow for situational influence |
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| are children who are dishonest in one situatin dishonest in another? |
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| situation x personality determines behaviour |
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| modify behaviour to fit the situation, personality may be constant but the manifestation may be changing |
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| behave consistently through situations |
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| fundamental attribution error |
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| self serving bias, failing to take into account everything that matters, you forget to take in others' perception of the situation |
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| the person, the person's behaviour and the environment all influence one another in a pattern of two way causal links |
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| internal locus of control |
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| personal control in life, believe they have control over their destiny, associated with high self esteem, problem focused coping |
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| external locus of control |
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| general expectancy that everything is controlled by luck, chance and random events |
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| determinants of self efficacy |
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| performance experience, observational learning, verbal persuasion, emotion arousal |
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| cognitive affective personality system |
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| consistent ways of responding in particular types of situations, behaviour can look differnet in situations but it's characteristic of who you are |
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| (CAPS)vbehaviour depends on |
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| encoding strategies e.g. aggressive indiciduals interpret accidnets as intentional - goals and values, behaviour outcome expectancies, self efficacy, affect, self regulation abilities |
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| expectancy and reinforcement value |
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| likelihood that we will do something based on our pereption of how certain we are of the consequences and how much we desire or dread the outcome |
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| have the ability to collect data from many people at one time, and all people respond to the same items, and its easy to score. but people can chose not to answer truthfully |
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| detect tendencies to respond in a socially desirable manner |
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| rational approach to personality scales |
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| items are based on the theorist's conception of the personality trait to be measured |
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| empirical approach to personality scales |
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| items are chosen not because their content seems relevant to the trait on rational grounds, but because previous research has shown that the groups of people known to differ in the personality characteristic of interest |
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| how truthful is a test, predictability means it should be easy to predict |
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| test-retest, interrater - different administrators should interpret the same test the same way |
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| designed to allow people to project their unconscious desires, interpretation of ambiguous stimuli reveal perosnality |
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| 10 ink blots, based on emotional tone, low reliability, low validity |
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| thematic apperception test |
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| ambiguous image, asked what is going on in image and what led up to this, and what they are thinking/feeling |
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| the mere presence of others influences us |
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| average speed of cyclist was faster when racing against others than racing against the clock |
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| zajonc's theory of social facilitation |
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| if the dominant response is to perform well/task is easy, it is social facilitation. if the dominant response is poor performance/task is hard, social interference |
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| shared expectations about how people should think, feel and behave, become obvious when they are violated |
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| a set of norms that govern how people in various social positions should behave, norms emerge from group interaction |
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| sherif's autokinetic effect |
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| if in a dark room, people see one light and it starts to move, norms evolved in groups of 3 |
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| adjustment of individual behaviours, attitudes, beliefs to a group standard. anarchy without conformity. can minimize confusion. social acceptance often depends on conformity |
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| informational social influence |
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| other people seem to know more than we do |
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| normative social influence |
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| want to fit in, seek acceptance, avoid rejection |
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| solomon asch conformity test |
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| confederates intentionally give the wrong answer, subject knows he's wrong but goes along with the group. subject genuinely thinks he's wrong or his perception is altered. |
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| factors that affect conformity |
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| public vs. private response, number of confederates (4-5 for maximum conformity), task difficulty and importance, presence of a dissenter |
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| when can a dissenter change majority opinion |
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| committed to his/her view, independent of majority pressure, consistent over time, appears to keep open mind |
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| factors that influence obedience |
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| remoteness of the victim, closeness and legitimacy of the authority figure, diffusion of responsibility, when someone else does the "dirty work", personal characteristics have minimal influence |
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| primacy effects decreases and recency effects may occur |
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| when we are asked to avoid making snap judgements |
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| theory of planned behaviour |
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| our intention to engage in a behaviour is strongest when we have a positive attitude toward that behaviour, when subjective norms support our attitudes and when we believe that the behaviour is under our control |
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| theory of cognitive dissonance |
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| people strive for consistency in their cognition |
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| we make inferences about our own attitudes by observing how we behave |
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| key difference between cognitive dissonance and self perception theory |
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| dissonance assumes that we experience heightened physiological arousal when we engage in counterattitudinal behaviour |
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| communicator who delivers a message through a channel to an audience within a surrounding context |
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| the anonymity that exists in mobs leads to a loss of personal identity and a weakening of restraints that prompt people to engage in behaviours they would not perform as individuals * anonymity to outsiders |
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| zimbardo's prison experiment |
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| randomly assigned, yet each enacted the role almost immediately |
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| exert less effort in a group than individually, increase with group size |
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| don't think we're being monitored, group goal has little personal value, group is relatively unimportant, task is simple, contribution is redundant, they are fatigued, the group is all male |
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| some individuals will compensate when group is important to them |
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| when a group of like minded people discuss an issue, the average opinion of the group members becomes more extreme |
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| the tendency to avoid dissent and reach a consensus during group decisions |
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| group think is most likely when |
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| high stress, insulated from outsiders, directive leader with personal agenda, high cohesion |
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| what is intriguing and different today may repel us tomorrow |
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| men and women display different mating preferences because society directs them into different social roles |
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| tendency to attribute more negative qualities to "them" than "us" |
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| realistic conflict theory |
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| competition for limited resources fosters prejudice |
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| cognitive dissonance does not occur |
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| think carefully about the argument, persuaded by the message, most likely when message is self relevant and when there is a high need for cognition, long lasting change |
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| superficial aspects of the source or message, most likely when there is a low need for cognition, person is certainty oriented, even if ti is self relevant, change is not stable or long lasting |
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| effective if it arouses only moderate fear |
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| perceived as unbiased, prove other is not true |
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| communicator's persuasion depends on |
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| credibility, expertise, trustworthiness, attractiveness |
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| norm of reciprocity, door in the face, foot in the door, low balling |
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| prejudice stems from a need to enhance our self esteen |
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| prejudice stems from a need to enhance our self esteen |
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| prejudice between people is most likely to be reduced when they 1. engage in close contact 2. have equal status 3. work to achieve a common goal 4. supported by broader social norms |
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| empathy-altruism hypothesis |
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| altruism does exist, and it is produced by empathy |
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| negative state relief model |
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| high empathy causes us to feel distress when we learn of others' suffering, so by helping them, we reduce our own personal distress |
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| notice event-interpret as emergency-assume responsibility for helping-know how to help-decide to help |
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| the presence of multiple bystanders inhibits each person's tendency to help |
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| judgements about the causes of behaviour |
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| derived from something inside you |
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| attribute causes of behaviour to the environment |
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| take into account consistency of behaviour, consensus (is everybody a jerk in this situation?), distinctiveness ( kim says all her classes are boring vs just art 391 is boring) |
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| info that you hear first carries more weight than later impressions |
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| predisposition to perceive other people in a certain way, created by the activation of a schema |
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| schemas or expectations about an entire group of people, activation of a stereotype creates a mental set |
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| self fulfilling prophecies |
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| pygmalion effect, building a statue and wanting it to come to life |
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| administered an IQ test to elementary school, identified random "late bloomers", after 1 yr "bloomers" showed an increase of 12 IQ points compared to 4 in the others, teacher created a self fulfilling prophecy |
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| sexual success, protection from predators, division of labour, shared knowledge, social comparison |
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| tend to bond in times of stress |
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| proximity, mere exposure effect, similarity (attitudes, beliefs, values) attractiveness |
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| men and women both desire attractive dating partners |
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| matching effect, married couples tend to be matched on attractiveness |
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| social penetration theory |
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| interactions become broader and deeper as relationship builds, self disclosure is key |
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| rewards-costs=outcomes, outcomes are compared with expectations and alternatives |
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| cognitive arousal model of love |
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| passionate love results from the interction of physiology and cognition |
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| negative attitude toward people based on their group membership |
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| overt behaviour treating people unfairly based on their group membership |
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| unspoken negative attitude that affects how we process information about group members |
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| cognitive roots of prejudice |
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| in group favouritism, out group homogeneity bias |
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| motivational roots of prejudice |
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| realistic conflict theory, social identity theory |
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| norm of reciprocity, norm of social responsibility, reinforcers (external and self reinforcement) |
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| biological factors of aggression |
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| increased activity in hypothalamus and amygdala, decreased serotonin, decreased frontal lobe activity |
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| environmental factors in aggression |
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| frustration, pain, provocation, crowding, heat |
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| reinforcement of aggression or submission, modelling (bobo doll) |
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| psychological factors of aggression |
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| attribution of intentionality, empathy, ability to regulate emotions |
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| arousal due to one source is perceived as being due to another source |
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| intimacy + passion + commitment |
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| performing an act of aggression discharges aggressive energy and temporarily reduces our impulse to aggress. |
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| effects of media violence |
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| learn new aggressive behaviours through modelling, believe that aggression usually is rewarded, become desensitized to the sight adn thought of violence and suffering, fear of become a target of crime or violence increases |
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