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| the mental activities of personality, including perception, thought, motivation, and emotion |
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| the activation of a concept or idea by repeatedly perceiving it or thinking about it. the usual result is that this concept or idea comes to mind more quickly and easily in new situations |
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| the tendency of an idea or concept to come easily to mind for a particular individual |
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| a disposition to anxiously expect and easily perceive potential rejection even in ambiguous events |
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| selective perceiving such that the individual protects himself from becoming aware of something unpleasant or threatening |
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| to ignore and even fail to perceive small social slights |
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| repression-sensitization scale |
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| developed by Donn Byrne to measure the extent to which people are relatively defensive or sensitive in the perception of potentially threatening information |
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| a construct that involves the degree to which a person seeks to magnify or minimize emotional experience |
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| the second stage of information processing, in which the person is consciously aware of a small amount of information (about seven "chunks") as long as that information continues to be actively processed |
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| any piece of information that can be thought of as a unit. It can vary with learning and experience |
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| the purpose of education is not to teach facts, or even ideas. It is to assemble new chunks |
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| automatic processes within the mind that allow people to do things without knowing why and to indicate knowledge of things they do not realize they know |
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| two qualitatively different mechanisms of information processing operate in forming judgements, solving problems, or making decisions. The first type of process is often unconscious and tends to involve automatic processing, whereas the second is invariably conscious and usually involves controlled processing therefore making it slower |
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| cognitive-experiential self-theory (CEST) |
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| Seymour Epstein's dual process model that contrasts slow, deliberate, and rational conscious thought with fast, uncontrolled, and intuitive thought that may not be conscious. Each system has advantages and disadvantages, and ideally they work in coordination |
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| in cognitive approaches to personality, a desired end-state that serves to direct perception, thought and behavior |
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| a sequence of actives directed toward a goal |
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| the ongoing motivation that persists in the mind until the goal is either attained or abandoned proposed by Eric Klinger; e.g. losing weight |
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| Brain Little's concept of an idiographic goal that you DO as opposed to something you think about; e.g. shopping for the holidays |
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| the organizing goals people pursue at particular times of their life conceptualized by Nancy Cantor; e.g. attain independence |
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| Robert Emmons's idea of long-term goals that can organize broad areas of a person's life; e.g. being a good friend |
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| the relatively small number of essential motivations that almost everyone pursues |
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| McClelland's three primary motivations |
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| the need for achievement, the need for affiliation (or intimacy), and the need for power |
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| a tendency to direct one's thoughts and behavior toward striving for excellence |
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| the tendency to direct thoughts and behavior toward finding and maintaining close and warm emotional relationships |
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| the tendency to direct thoughts and behavior toward feeling strong and influencing others |
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| a representation of goals organized in terms of two dimensions and displayed in a circular diagram in order to improve our understanding of similarities and differences between goals |
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| seeking to judge or validate an attribute in oneself; Dweck |
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| the desire to actually improve oneself, to become smarter, more beautiful, or more popular; Dweck |
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| mastery-oriented behavior |
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| a typical response to failure by a person with a development goal, to try harder next time; Dweck |
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| helpless pattern of behavior |
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| a typical response to failure by a person with a judgment goal, to admit defeat and give up; Dweck |
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| in Dweck's theory of motivation, an individual's belief that abilities are fixed and unchangeable |
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| in Dweck's theory of motivation, an individual's belief that abilities can increase with experience and practice |
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| characteristic adaptations |
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| generalized scripts produced by the Big Five personality traits |
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| those who follow the motivational strategy of imagining the worst outcomes and then seeking to avoid them, according to Norem |
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| what a person knows but cannot really talk about; sometimes called "knowing how;" opposite of declarative knowledge |
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| appraisal (judged to be emotionally relevant), physical responses (such as changes in pulse, blood pressure, and bodily tension), facial expressions (such as smiles or snarls) paired with nonverbal behaviors (such as jumping or fist-clenching), and the invocation of motives to share/spread the emotion; stages in no particular order |
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| immediate stimuli, conditioned response, and thoughts/memories |
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| the ability to perceive emotions accurately in oneself and others and to control and use one's own emotions constructively |
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| someone who has so little emotional awareness that they are virtually unable to think about or talk about their own feelings |
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| individual set point, objective life circumstances, and intentional activity |
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