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| Cattell and Eysenck were both part of what paradigm? |
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| complex statistical technique based on the concept of correlation, which Cat. and Eys. used to discover and investigate personality traits. |
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| condition that exsists when values on two variables vary together in some systematic way. |
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| mathamatecial expression indicating the extent to which two variables are correlated. |
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| a +1.00 indicates a perfect one of these. Also refered to as a condition that exsists when values on two variables tend to increase or decrease together. |
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| a -1.00 indicates a perfect one of these. condition that exsists when as variables on one variable tend to increase values on a second variable decrease |
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| display of the many correlation coefficients that result when many sources of information are correlated. |
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| systematic search of a correlation matrix in order to discover factors. |
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| ability or characteristic that is thought to be responsible for consistent behavior. |
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| in Eys. theory a higher order factor that encompasses or explains a number of correlated traits or first order factors. |
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| a method that begins with collection of data which then leads to a hypothesis. |
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| information about a persons every Life |
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| information provided when people fill out a questionaire where they rate themselves on certain characteristics |
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| information obtained about a person from performance on an objective test. stands for test |
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| hypothetico deductive reasoning |
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| Eys. approach. here we begin with an experimental hypothesis derived from an exsisting theory and then gathers information to test the predictions and hypothesis |
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| type of factor analysis that studies many things about many people. |
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| the type of factor analysis that traces the strength of several traits over a period of time for the same person |
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| Cattell considered _____________ the building blocks of personality. |
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| outward manifestations of source traits, these are the characteristics of a person that can be directly observed and measured. These are also superficial in the way that they describe nothing. |
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| are the causes of behavior, they consitute the most important part of a persons personality structure and are ultimately responsible for all of a persons consistent behavior. |
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| universe of source traits in terms of which all humans can be compared. |
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| constitutional source traits |
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| genetically determined traits, |
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| environmental -mold Traits |
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| traits that reselt from experiences rather than by heredity |
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| determine how effectively he or she workds toward a desired goal. an example of this is intelligence |
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| that form of general intelligence which is largely innate and which adapts itself to all kinds of material regardless of previous experience with it. |
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| crystallized intelligence |
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| a general factor largely in a type of ability learned at school, representing the eefect of past application of fluid intelligence, and amount and intensity of schooling; it appears in such test such as vocabulary and number ability measures. |
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| culture free intelligence test |
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| test designed by Cattell to measure fluid intelligence rather than crystallized intelligence |
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| these are genetically determined characteristics that determine a persons general style and tempo. these determine the speed, energy, and emotion with which a person responds to a situation |
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| determines why a person responds to situations. set the person in motion towards some goal. they are the motivational elements of personality |
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| is a dynamic, constitutional source trait. similar to drives needs and instincts. this provides the energy for all behavior. |
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| tension that varies as the intensity of an erg varies |
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| is a dynamic source trait with an environmental origin. in other words, it is an environmental mold dynamic source trait. |
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| learned predisposition to respond to a class of objects or events in a certain way. |
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| concern for oneself that is a prerequisite to the pursuit of any goal in life. |
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| according to Cattell is a tendency to respond in a particular way in a partcular situation to a particular object or event |
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| sentiments depend on ergs and attitudes depends on sentiments |
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| the relationships amoung attitudes, sentiments, and ergs are diagramed in what Cattell calls _________ |
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| indirect satisfaction of an erg. an example is a mn developing athletic ability in order to be desirable to a woman who will satisfy his sexual desires. |
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| composite factors that describe the emotional, motivational, and cognitive aspects of behavior. |
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| severly disordered neurotic introvert. |
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| diagnosed to the disordered extrovert |
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| the superfactor or type in Eys. theory that includes traits of anxiety, depression, guilt, low self esteem, and shyness to name a few. |
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| the superfactor or type in Eys. theory that inlcudes the traits of sociability, activity, assertiveness, and sensation seeking. |
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| the suerfactor or type in Eys. theory that includes traits of aggression egocentricity, impulsiveness, and creativity to name a few. |
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| a general class of theories that assumes behavior is partly a function of the general state of excitation or inhibition |
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| ascending reticular activating system |
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| a network of neurons in the reticular formation of the brain stem that is responsible for cortical arousal and dearousal |
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| most often called the limbic system, it regulates emotional expression and controls autonomic responses such as heartbeat, blood pressure, and sweating. |
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| the proportion of variability in the expression of a trait that is attributed to genetics as opposed to environmental influences |
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| is defined as a situation in which a new stimulus gets attached to an old response by occuring a moment before the old stimulus |
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| is learning to perform a response that will produce a reward. |
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| a type of learning that results in rearranging ones personality traits. most important type of learning. |
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| summarizes a groups traits |
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| the idea that al necessary information abou personality is revealed in everday language. |
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| the belief that behavior is a function of a finite number of variables and if those variables are completly known, human behavior can be predicted with complete accuracy. |
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| Cattell's proposal that scientific facts can be utilized to create moral systems tather than religious illusions or philisophical speculatoin. |
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