Term
|
Definition
| differences in how people think form the focus of cognitive approaches to personality. focus on how people perceive, remember,interpret and plan |
|
|
Term
|
Definition
| processing information by relating it to a similar event in your own life. occurs when people process information in a personally relevant manner. |
|
|
Term
|
Definition
| processing information by relating it to objective facts. contrast of personalizing cognition |
|
|
Term
|
Definition
| a general term referring to awareness and thinking as well as to specific mental acts such as perceiving, interpreting, remembering, believing and anticipating |
|
|
Term
|
Definition
| the transformation of sensory input into mental representations and the manipulation of such representations |
|
|
Term
|
Definition
| one of the three levels of cognition that are of interest to personality psychologists. perception is the process of imposing order on the information our sense organs take in. even at the level of perception, what we see in the real world can be quite different from person to person |
|
|
Term
|
Definition
| one of three levels of cognition. making sense of or explaining various events in the world. through many interpretations patients are gradually led to understanding the unconscious source of their problems |
|
|
Term
|
Definition
| a person's awareness of what he or she desires and believes is valuable and worth pursuing |
|
|
Term
|
Definition
| an apparatus to research the cues that people use in judging orientation in space. person sat in chair in dark room ,experimenter manipulates chair, rod and frame. participant is to adjust the rod so it is perfectly upright. measure the personality dimension of field dependence/independence |
|
|
Term
|
Definition
| if person orients rod according to the frame.. they are field dependent |
|
|
Term
|
Definition
| if person orients rod according to body clues and ignores the frame..they are field indpendent. |
|
|
Term
|
Definition
| degree to which people can tolerate pain, which shows wide difference between persons. Petries theory of nervous system - low pain tolerance amplify or augment pain - high pain tolerance dampen or reduce pain |
|
|
Term
|
Definition
| petri's theory on reaction to sensory stimuli - some reduce and some augment it |
|
|
Term
|
Definition
| concept or provable hypothesis that summarizes a set of observations and conveys the meaning of them |
|
|
Term
|
Definition
| belief or concept that summarizes a set of observations or versions of reality |
|
|
Term
|
Definition
| belief that reality is a construct, unique to each person and no version is more valid or privileged than another |
|
|
Term
|
Definition
| persons perception on where the responsibility for events in life lie - internally or externally |
|
|
Term
|
Definition
| what people base their expectancies of a new situation on |
|
|
Term
| external locus of control |
|
Definition
| generalized expectancies that events are outside ones control |
|
|
Term
| internal locus of control |
|
Definition
| generalized expectancies that events are within ones control |
|
|
Term
|
Definition
| emphasis is put on locus of control in discrete areas of life, such as health locus of control - for specific categories of events |
|
|
Term
|
Definition
| animals subjected to unpleasant and inescapable circumstances often become passive and accepting of their situation. people will try to change unpleasant circumstances unless repeated efforts fail in which case they resign to being helpless. then even if they could escape they continue to act helpless |
|
|
Term
|
Definition
| a person's explanation of the cause of some event |
|
|
Term
|
Definition
| whenever someone offers a cause for some event, that cause can be analyzed in terms of 3 categories - internal/external - stable/unstable- global/specific - the way people combine these is their explanatory style |
|
|
Term
| pessimistic explanatory style |
|
Definition
| puts a person at risk for feelings of helplessness and poor adjustment, and emphasizes internal, stable and global causes for bad events. it is the opposite of optimistic explanatory style |
|
|
Term
| optimistic explanatory style |
|
Definition
| a style that emphasizes external, temporary and specific causes of events |
|
|
Term
|
Definition
| a set of relevant actions intended to acheive a goal that a person has selected. reflect how people respond to serious business of navigating through daily life |
|
|
Term
| cognitive social learning approach |
|
Definition
| a number of modern personality theories have expanded on the notion that personality is expressed in goals and in how people think about themselves relative to their goals. Collectively these theories form an approach that emphasizes the cognitive and social processes whereby people learn to value and strive for certain goals over others |
|
|
Term
|
Definition
| a concept related to optimism and developed by Bandura. the belief that one can behave in ways necessary to achieve some desired outcome. also refers to confidence one has in one's ability to perform the actions needed to achieve some specific outcome |
|
|
Term
|
Definition
| by seeing another person engage in a particular behavior with positive results, the observer is more likely to imitate that behavior. it is a form of learning whereby the consequences for a particular behavior are observed and thus the new behavior is learned |
|
|
Term
|
Definition
one focus of self regulation whereby the person is concerned with advancement, growth and accomplishments. characterized by eagerness, approach and
"going for the gold" |
|
|
Term
|
Definition
| one focus of self regulation whereby the person is concerned with protection, safety, and the prevention of negative outcomes, and failures. characterized by vigilance, caution, and attempts to prevent negative outcomes |
|
|
Term
|
Definition
| a component of Mischel's theory referring to the notion that if situation A person does X but if situation B then person does Y. personality leaves its signature in terms of the specific situational ingredients that prompt behavior from the person |
|
|
Term
| acheivement view of intelligence |
|
Definition
| associated with educational achievement - how much knowledge a person has acquired relative to others in their age cohort |
|
|
Term
| aptitude view of intelligence |
|
Definition
| sees intelligence less as the product of education and more as an ability to become educated, as the ability or aptitude to learn |
|
|
Term
|
Definition
| earlier theory of intelligence, viewed as a property of the individual, individuals differed in amounts of intelligence they possessed.. but now viewed in discrete categories |
|
|
Term
|
Definition
| Gardner's theory includes many kinds - interpersonal, intrapersonal, kinesthetic, and musical. in contrast to the "g" theory |
|
|
Term
| cultural context of intelligence |
|
Definition
| looks at how intelligence varies across different cultures. intelligence behavior may be described as skills valued in certain cultures. |
|
|
Term
|
Definition
| a variable in intelligence research, tiem it takes a person to make a simple discrimination between 2 objects or 2 auditory intervals. suggests that brain mechanisms involved in discriminations of extremely brief intervals represent a sensitive indicator of general intelligence |
|
|
