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| Eight elements of humanistic psychology |
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| Humanistic, holistic, historic, real life, value, will, phenomenological, positivity |
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| one's conscious experience of the world |
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| your particular experience of the world |
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| first psychological lab; introspection |
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| specific experience of a human being existing at a particular moment in time and space |
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| Ludwig Binswager (conscious experience of being alive has 3 components) |
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| umwelt, mitwelt, eigenwelt |
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| the time, place, and circumstances into which you happened to be born |
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| Angst or existential anxiety (3 sensations) |
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| anguish, forlornness, despair |
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| existential courage to face the apparent meaninglessness of life |
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| not worrying about the meaning of life; ignoring existential issues |
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| facing the facts that you're mortal |
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| superman; develop existential strength to face meaninglessness of life |
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| existential analysis to regain awareness of freedom; doesn't reduce man to an object |
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| ask what does life want from me |
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| the independent, singular self you sense inside your mind is an illusion |
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| achieved understanding of anatta; nothing lasts forever; accept it |
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| you are enlightened and have achieved understanding of anicca |
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| Correlation between well-being and economic status |
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| higher in poorer countries than in richer countries |
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| Douglas Kenrick (evolutionary-based hierarchy of human motives) |
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| Immediate psychological needs, self-protection, affiliation, status/esteem, mate acquisition, mate retention, parenting |
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| if you can perceive the world accurately and w/o neurotic defenses; lives an authentic existence |
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| develop if you only experience conditional positive regard |
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| Goal of Rogerian psychotherapy |
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| to help the client become a fully functioning person |
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| People with paranoid schizophrenia |
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| consider themselves close to ideal selves |
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| personal constructs, viewed constructs as bipolar dimensions; come from, but are not determined by past experience |
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| Role Construct Repertory Test |
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| reveal the constructs through which you view the world |
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| Chronically accessible constructs |
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| particular constructs are more readily brought to mind in certain individuals |
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| understanding someone's personal construct system |
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| Constructive alternativism |
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| you choose which construals to use to view the world through |
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| frameworks for construing the meaning of data |
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| the cost of something is the difference b/w what it brings you and what you could have gained by spending your resources on something else |
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| the goal of doing what you want as long as you can pay for it |
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| you must maximize your gain or else you have failed |
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| Mihalyi Csikzentimihalyi (optimal experience, autotelic experiences) |
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| activities that are enjoyable for their own sake |
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| the subjective experience of an autotelic activity |
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| only people who believe they can control their life outcomes benefit from activities meant to promote flow |
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| people avoid stress by developing a conformist lifestyle |
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| experience is dominated by anger, disgust, and cynicism |
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| to cure bad faith from conformist lifestyles; lifestyle that embraces rather than avoids stress |
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| the more one seeks to maximize pleasure and minimize pain to the exclusion of other goals, the more one risks a dangerous life |
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| finding and seeking intrinsic goals rather than extrinsic goals |
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| Self-determination theory |
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| 3 intrinsic goals: autonomy, competence, relatedness |
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| Positive psychology (6 core virtues) |
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| courage, justice, humanity, temperance, wisdom, transcendance |
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| Most universal core virtues |
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| refers to the rewards and punishments in the physical and social world |
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| maps out exactly how a behaviour is a function of the environmental situation |
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| 3 ideas behind behaviourism |
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| Empiricism, associationism, hedonism |
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| the best society is the one that creates the most happiness for the largest number of people |
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| results from a history of unpredictable rewards and punishments |
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| individual's personality consists of a repertoire of learned stimulus-response associations |
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| respondent conditioning, operant conditioning |
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| 5 principles on how to punish: |
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| availability of alternatives, behavioural and situational specificity, timing and consistency, conditioning secondary punishing stimuli, avoiding mixed messages |
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| The dangers of punishment: |
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| arouses emotion, it is difficult to be consistent, it is difficult to gauge the severity of punishment, teaches misuse of power, motivates concealment |
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| chimps developed insight; came to understand their situation |
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| Shortcomings of behaviourism: |
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| ignores motivation, thought, and cognition, not enough focus on humans, ignores social dimensions of learning, treats organism as passive |
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| Dollard and Miller's Social Learning Theory |
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| habit hierarchy: the behaviour you are most likely to perform at a given moment resides at the top; punishments and rewards rearrange the habit hierarchy |
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| a state of psychological tension that feels good when the tension is reduced |
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| love, prestige, money, avoidance of fear, etc. |
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| drives may be primary/physiological or secondary/learned; there can be no reinforcement or behavioural change without first reducing a drive, which creates needs; must satisfy them |
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| Frustration-aggression hypothesis |
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| the natural reaction of any person to being blocked from a goal is frustration; the greater the frustration, the greater the aggressive impulse |
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| Approach-avoidance conflict |
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| the conflict between desire and fear; tendencies to approach or avoid a goal that is both attractive and dreaded may change over time |
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| Rotter's social learning theory |
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| decision making and the role of expectancies; beliefs about reinforcement |
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| assumes that behavioural decisions are determined not just by the presence or size of reinforcements, but also by BELIEFS about the likely results of behaviour |
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| subjective probability about how likely a behaviour will attain it's goal |
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| specific and general; people w/ internal locus of control have high generalized expectancies; people w/ external locus of control have low generalized expectancies |
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| a belief about the self; what the person is capable of doing |
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| affects efficacy expectations |
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| learning a behaviour vicariously by watching someone else do it |
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| how people shape their environments; you choose the environments that influence you |
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| Cognitive-affective personality system |
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| understanding the interaction b/w thoughts; Walter Mischel |
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| Cognitive social learning theory |
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| individual differences in personality stem from four person variables that characterize properties and activities of the cognitive system: cognitive and behavioural construction competencies, encoding strategies and personal constructs, subjective stimulus values, self-regulatory systems and plans |
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| re-describes traits as specific behaviour patterns b/c traits are too broad and vague; sensitive to the way people change their behaviours across situations |
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| does the observing and describing |
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| The me (epistemological self) |
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| collection of statements you could make about yourself; can be observed and described |
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| suggests the I may not be accessible |
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| Richard Shweder and Lyle Bourne |
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| Americans usually describe people using traits while Indians use more complex and contextualized phrases |
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| Japanese people don't have the pervasive need to think well of themselves like North Americans b/c they tie their individual well-being to that of a larger group |
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| Collectivist view feels less conflicted about inconsistent behaviour; not associated w/ measures of mental health; opposite is true for individualist cultures |
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| Absolute and relative consistencies |
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| Japanese people (collectivist cultures) are more inconsistent in an absolute sense than individualistic cultures; individual differences and associated personality traits appear equally important in both cultures |
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| the self has 4 jobs: self-regulation, information-processing filter, to help us understand other people, identity |
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| the facts and impressions that we consciously know and can describe |
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| expressed through actions rather than words; comprises the relational self and the implicit self; unconscious |
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| conscious knowledge about your own personality traits; self-esteem; resides in the self-schema |
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| associated with high self-esteem that is brittle and unstable because it is unrealistic |
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| all of one's ideas about the self; can be identified using S data and B data; knowledge based on past experience |
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| Schematics vs aschematics |
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| schematics respond to relevant traits more quickly than aschematics in reaction time tasks |
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| the enhancement of LTM that comes from thinking of how information relates to the self; frontal cortex |
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| beliefs that one develops about oneself form the basic foundations of personality |
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Entity theorists
Rejection theorists |
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give up in the face of adversity
enter social relationships expecting to be spurned or rejected (self-fulfilling prophecy) |
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| the images we have or can construct of the other ways we might be; different mate preferences of men and women |
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| you have not one but two kinds of desired selves; and the interaction b/w them and your actual self determines how you feel about life |
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| your view of what you could be at your best; reward based; resembles Jeffrey Gray's Go system; failure to attain ideal self = depressed |
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| your view of what you should-as opposed to what you would like to-be; punishment based; resembles Jeffrey Gray's Stop system; failure to attain ought self = anxiety |
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| the two nonactual selves represent different foci to life |
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| Realistic Accuracy Model (RAM) |
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| process for gaining self-knowledge; person must do something relevant to the trait being judged; the information must be available to the judge; the judge must detect this information; the judge must utilize the information correctly |
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| at the fourth RAM stage of utilization |
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| your ways of doing things; unconscious |
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| part of procedural self; based on past experiences that direct how we relate with each of the important people in our lives |
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| Greenwald (Implicit Associaiton Test IAT) |
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| study implicit self esteem; people with high self esteem respond to two closely related categories more quickly than people with lower self esteem; when implicit self esteem is lower than declarative self esteem= narcissism |
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| S data is sufficient to measure conscious shy behaviour; B data is necessary to predict unconscious/implicit shy behaviour |
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| can be acquired only through practice and feedback |
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| can be taught by reading or listening to lectures |
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| view of the continuously changing self; active in working memory; characterized by not one but many selves; Bandura says that under it all, there is only one self controlling everything |
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| the I is part of the self that remains constant across situations and throughout life |
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