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Definition
| the consistent, enduring and unique characteristic(s) of a person. |
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Definition
-Provides a way to organize characteristics you know about yourself/others
-Explain differences among individuals (behaviors, motives, etc)
-Explain how people conduct their lives (psychotherapists:why problems arise/easier for some)
-Determine how life can be improved (propor goals of growth/change/how cope w/life issues?) |
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| part of the mind that contains material we are unaware of, but that strongly influences concious proccesses/behaviors |
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| part of the uncon. personality that contains our needs, drives, instincts and repressed information |
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| personality in touch with reality that strives to meet the demands of the id and the superego in socially acceptable ways |
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| personality part that is the source of conscience; counteracts the socially undesireable impulses of id. |
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| spec. means by which the ego uncon. protects itself against unpleasant impulses, circumstances |
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| part of the mind that contains inherited instincts, urges, and memories common to all people. |
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| an inherited idea based on ancestors experiences which shapes perceptions of the world. |
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| avoiding feelings of inadequacy rather than overcoming their source. |
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| belief that the proper subject matter of psychology is objectively observable bahavior and nothing else |
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| contingencies of reinforcement |
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| the occurrance of rewards/punishments foolowing particular behaviors |
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| individuals acquire a new behavior by watching the actions of other people |
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| reaction that occurs among the observing individual, the bahavior of that individual and the environment in which the behavior occurss. |
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| our view of our ability to succeed. |
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| exclusion from conscious awareness of painful, unpleasant, or undesirable memories. |
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Definition
| emphasized the importance of unconscious motivations |
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| stressed the potential for human growth |
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| emohasized the importance of understanding personality characteristics |
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| studied the way rewards and punishments shape our actions |
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| social learning theorists |
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| examined the impact obsevational learning on personality |
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Definition
"I have a C in psychology because Mr. James does'nt like me"-making excuses, the problem is never mine
Defense mechanism |
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Definition
taking your own thought/problems/issues and projecting/placing them on someone else
Defense Mechanism |
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Definition
| lies between the conscious and unconscious mind |
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| The existance of several conflicting theories of personality helps to |
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Definition
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What term does NOT appropriately describe personality?
a) short-term
b) consistent
c) enduring
d) unique |
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| All personality theories are cincerned with...? |
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Definition
| understanding the differences among people |
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| what is NOT a purpose of personality theories? |
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Definition
| explain instinctive behavior |
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| _______ Explain how our thought, perceptions and feelings shape our personalities |
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-collective unconscious
-archetype |
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Definition
when a person replaces an unacceptable feeling/urge with an opposite one
often overexaggerrates emotions:
"I LOOOOVVEEE my nephew! Hes so cute, and smart, and funny and I LOOOVVEE (the little brat!)" |
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Definition
| storehouse of instincts, urges & memories of the entire human species throughout history |
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Term
| Piaget's Stages of Cognitive Development |
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Definition
Sensorimotor Stage-respond to stimulus; no object permanance
Preoperational Stage-uses mental images/symbols to understand
Concrete Operations-use logical schemas; limited to concrete objects/problems
Formal Operations Stage-solve abstract problems |
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Term
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Definition
| Same size, just looks different |
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