Term
| importance of the individual |
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Definition
| focus on the rational, wholeness, and conscious aspect of experience (gestalt psychology), present, and healthy aspects of personality (humanistic psychology): pays little attention to the unconscious and is humanistic |
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Term
| Allport's theory of personality |
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Definition
| personality is the dynamic organization within the individual of those psychophysical systems that determine characteristic behavior and thought |
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description of a person that includes a value judgment. A person's character can be "good" or "bad" whereas a personality cannot be.
Implies passing judgement on somebody else
EG: someone has good/bad character |
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one of the raw materials from which personality is shape. Temperament is the emotional component of the personality (mood).
innate (genetically determined), tendency to become physiologically aroused in response to environmental stimuli/related to activity level (amount of response output of the individual) |
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| category into which one person can be placed by another person. To label a person as an aggressive type is to place him or her in a descriptive category based on behavior |
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Term
| how do we infer the existence of a trait? |
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Definition
| frequency, range of situations, and intensity |
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Term
| why are traits not habits? |
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Definition
habits are more specific
EG: one may have habits of brushing one's teeth, showering, etc. One has all these habits and the trait is cleanliness |
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| why are traits not attitudes? |
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Definition
more specific than traits
can have an attitude towards cars, people, or travel
imply evaluations: for or against something |
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| those possessed by a particular individual |
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traits shared by several individuals (for comparative aims)
EG: class at 2 is more introverted than class at 3 |
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individual as the unit of analysis
they represent the unique pattern of traits as a person |
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Term
| Interactionist perspective |
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Definition
| the two things of interacting with one another: our traits provide a range for us to behave and our environment decides how narrow or broad the trait may be |
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Term
| three types of personal dispositions |
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Definition
| cardinal, central, secondary |
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a ruling passion that will dominate an individual's whole life... rare
EG: Marquis DeSadg (Sadism) He was sexually perverted and inflicted pain on others to feel pleasure for himself |
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| outstanting or essential characteristics of an individual; Allport's study found that the number of central traits used to describe the essential characteristics of an individual typically ranged between 5-10 |
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focalized: can only observe in a small range of places/situations; similar to our idiosyncrasies of preferences; applied to more specific range of behaviors that the other traits;
EG: preference (idiosyncrasies) of wearing jeans |
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| studies groups of individuals and analyzes averages; Allport believed averages were merely abstractions and really described no single individual accurately. |
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| interactionist perspective is an interaction between what two things? |
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| A complex interplay between personal variables (traits) and situational variables |
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| according to the interactionist perspective, what can be concluded about personality? |
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Definition
| Traits ARE NOT to be viewed as fixed outcomes but ranges of possible behavior |
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| organizer of the personality; includes all the facts about a person that makes him/her unique |
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| first year; sensations; I am separate from the environment (EG: I don't bite my own toes/chewing tobacco) Inside me is warm and nice, and outside is cold and foreign |
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| second year; self-continuity over time-language development; children realize that they are the same people although their size is different. With this comes awareness of independent status in the social group. EG: I am separate from individuals, I am John |
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| third year; the feeling of prade that emerges when children learn they can do things on their own. During this stage, children seek complete independence from adult supervision. Manipulate and master the environment. EG: tying one's shoes |
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Definition
| fourth year; "MINE!" children realize that not only do their bodies belong to them, but certain toys, games, parents, etc. A sense of self is extended to external objects. EG: I can exist beyond my physical self, this is MY bike |
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Definition
| 4-6 year; child develops a conscience; good me v. bad me. Children can compare what they do with the expectations others have of them. Here children begin to formulate future goals for themselves. EG: I can see myself being like this; I am good at naming colors |
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Term
| emergence of a self as a rational coper |
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Definition
| 6-12; children recognize "thinking" as a means of solving life's problems. EG: how do I get my kite out of the branches? I can think logically |
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Term
| emergence of propriate striving |
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Definition
| 12-adolescense; people become almost completely future-oriented. Long term goals are created that organize meaning to life; the primary objective of this is is need induction |
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healthy adults create problems by formulating future goals, that in many cases, are unattainable
EG: I will take accounting now and plan to be a business major |
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Term
| emergence of self as knower |
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Definition
| adulthood; final stage of development when the self is aware of, unifies, and transcends the preceding seven aspects of the self. Self as knower synthesizes all of the propriate functions. in most cases, all aspects of the proprium function simultaneously. synthesis:self as knower |
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Term
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Definition
| any acquired system of motivation in which the tensions involved are not the same kind as the antecedent tensions from which the acquired system developed; reasons why an adult now engages in some form of behavior are not the same reasons that originally caused him or her to engage in that behavior. Motives are not functionally related to present motives |
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Term
| perseverative functional autonomy |
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Definition
primitive motivational system related to repetitious activities independent of rewards; things we engage blindly, it's not based on reinforcement
EG: retired person |
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Term
| propriate functional autonomy |
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Definition
tired to our higher interests, goals, values, etc. Higher level of motivation related to sense of self-awareness.
EG: you don't mind working 8 hours a day to accomplish long term goals that are tied to your proprium
EG: the young Jascha Heifetz may have played the violin largely because of his parents, but now he practices for hours a day because of propriate function autonomy |
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Term
| 6 attributes of the healthy, mature adult |
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Definition
| capacity for self-extension (hobbies), capacity for warm human interactions (intimate relationships), demonstration for emotional security and self-acceptance (accept conflicts and frustrations), demonstration of realistic perceptions (see events are they are and not what they should be), demonstration of self-objectifications (humor, laugh at oneself), and demonstration of unifying philosophy of life (steered toward a goal). |
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| only type of conscience a child has; evolves out of parental restrictions and prohibitions, which guides behavior even when the parents are not present; sustained by fear or punishment/parental restrictions |
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| replaces must conscience; tied closely to a person's proprium; normal adult morality is of the ought variety and is therefore rational, future oriented, and personal; rational |
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unhealthy; immature and often a carryover from childhood. Constructs a deity who favors the interests of those who believed in him. Often embraced because it is superficially useful.
EG: church is used for business contacts; |
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| healthy; motivates a person to seek and follow the value underlying all reality for its own sake and as an end in itself; provides explanation for mysteries; unifying theme that characterizes healthy personality |
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| must conscience is similar to which element in Freud's structural model? |
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| a feeling, favorable or unfavorable, toward a person or thing, prior to, or not based on, actual experience |
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| factors related to prejudice |
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Definition
| tendency to generalize from experience, to form in-groups, tendency to seek scapegoat to agress to |
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Term
| research emphasis and methods: idiographic |
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Definition
| in-depth study of an individual; Allport analyzed personal documents such as interviews, diaries, or letters |
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Term
| research emphasis and methods: nomothetic |
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Definition
the study of groups to obtain universal principles that apply to all persons
EG: Cattell and Eyzenck |
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Term
| the study of expressive behavior |
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Definition
| an emphasis on idiographic approach, facial expressions, style of walking (gait), mannerisms (gestures), and handwriting (vertical length, width, pressure), studying expressive behavior provides an indirect measure of personality |
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| collection of 301 letters during an 11 year period to obtain central dispositions (idiographic); because of this study Allport was accused of being more of an artist than a scientist |
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| used to understand a specific person's personality; diaries, autobiographies, letters, interviews; most famous was "Jenny" |
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| lack of scientific rigor (if everyone's unique then we can't generalize), circularity, absence of theory, denial of important facts about approaches to study of personality (denied importance of past animals,psych problems,and the unhealthy), atheoritical, inconsistency or behavior precludes description in terms of traits, behavioristic critique |
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| original concepts and methodologies, and a refreshingly new way of viewing personality (focuses on healthy, mature adult and forerunner of the humanistic movement/positive psychology) |
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| what subareas of psychology influenced allport and which did he openly criticize |
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Definition
influenced: gestalt psychology
opposed: psychoanalysis and behaviorism |
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| what aspect of time is emphasized when talking about the 6 attributes of a healthy, mature adult? |
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Definition
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| ought conscious is related to which of allport's concepts? |
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