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| stable enduring organiztion of a person's character, temperament, intellect and physique, which determines his unique adjustment to the environment |
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| means of classifying behavior through use of types that encompass clusters of correlated traits |
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| stable, enduring characteristics inferred fro inter-correlations of habits |
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| continuous, highly abstract cocepts based on inter-correlations of traits |
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| specific, obserable responses |
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| thinking along many different paths, considering alternatives not ordinarily considered |
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| focuses on one idea from an array of ideas in arriving at a solution that society later sees as, not only original, but as socially useful |
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| state of the cortex during the periods of perceptual or cognitive arousal |
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| Ascending reticular activating system |
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| part of the CNS located in lower brainstem, involved in arousal of cerebral cortex |
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| sympathetic (fight) vs. parasympathetic (flight) |
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| Sympathetic nervous system |
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| Parasympathetic nervous system |
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| Should be based on merit, otherwise we will end up with mediocre everything |
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| psychoticism/impusle control |
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| individuals who are aloof, inhuman, aggressive and insensitive to the needs of others, but also creative |
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| aggressive, cold, egocentric, impersonal, impuslive, antisocial, empathetic, creative, tough-minded |
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| extraversion/introversion |
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| extraverts; individuals with an outgoing, sociable approach to life |
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| socialble, lively, active, assertive, sensation-seeking, carefree, dominant, surget, venturesome |
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| neurotics; individuals who are emotionally unstable and overly reactive to stimuli |
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| anxious, depressed, guilt feelings, low self-esteem, tense, irrational, shy, moody, emotional |
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| His explanation of creative geniuses |
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| divergent thinkers, lack of 5-HT (serotonin), excess of DA (dopamine) that can reduce cognitive inhibition and result in divergent thinking, they need to be socially useful to be a genius |
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| More recent research explaining creative geniuses |
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| lack of 5-HT (serotonin), excess of DA (dopamine) that can reduce cognitive inhibition and result in divergent thinking |
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| explanation of behavioral differences on the basis of inhibitory cortical processes that hinder nervous system arousal |
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| relatively strong inhibitory processes, weak excitatory processes |
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| strong excitatory processes, weak inhibitory processes |
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| Arousal theory and relationship to extraversion/introversion (ARAS), |
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| explanation of behavioral differences in terms of the interactions between inherited levels of nervous system arousal and levels of environmental stimulation |
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| state of the cortex during the periods of perceptual or cognitive arousal |
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| ascending reticular activating system (ARAS) |
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| part of the CNS located in lower brainstem, involved in arousal of cerebral cortex |
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| Arousal therapy - extraverts |
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| brains have lower innate levels of arousal and are less responsive to stimulation |
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| Arousal therapy - introverts |
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| brains have higher levels of arousal and are more sensitive to stimulation |
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| neuroticism (visceral brain) |
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| determines the arousal level associated with emotional experiences, involves memories |
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| Maleness linked to antigens (stimulate production of antibodies); schizophrenics have antigens in their bodies |
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| Did he view personality as genetic, environmental or a was his evidence for the role of each? |
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| We are born with certain innate predispositions to respond in particular ways to the environment |
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| His discussion of intelligence and meritocracy |
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| Intelligence is a major personality factor, is largely genetic, but can be shaped by learning environment |
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| Eysenckâs assessment techniques include what? Briefly explain each |
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| Number of experimental techniques to study personality: |
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| changes in electrical conductance of the skin that are associated with arousal |
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| changes in dilation of the pupils of the eyes associated with arousal |
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| classical conditioning paradigm in which a tone is used as the conditioned stimulus and a puff of air to the eye is the unconditional stimulus |
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| approach to disorder treatment base don principles of learning |
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| Conditioned response weakened by associating the conditioned stimulus that evokes it with a new response that is antagonistic (incompatible) with the CR |
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| demonstration of behavior by one person so that another person can imitate it |
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| client is exposed to the most intense stimuli that evoke fear, typically for prolonged periods of time, in an effort to extinguish it |
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| Systematic desensitization |
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| reduces strong anxieties associated with various stimuli, client is gradually exposed to them and at each level in the anxiety hierarchy learns new responses through counterconditioning |
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