Psy 435 Exam 2

Over what time period between assessments are personality traits most stable? a. 6 years b. 12 years c. 18 years d. 24 years

6years

Developmental elaboration Process by which ______________ _____________ become personality traits. Learning processes Environmental elicitation (_________) -less __________, more alienation Environmental construal (_______) -how you _____ __ __ Social & temporal comparisons -introvert in a room of extroverts, their _________ may rise Environmental selection -high in openness would join ______ club Environmental manipulation -____________ person manipulates peace making processes All of these revolve around temperament and __________ to create __________.

Developmental elaboration Process by which temperamental dimensions become personality traits. Learning processes Environmental elicitation (objective) -less agreeableness, more alienation Environmental construal (Subjective) -how you make of it Social & temporal comparisons -introvert in a room of extroverts, their Neuroticism may rise Environmental selection -high in openness would join theater club Environmental manipulation -agreeableness person manipulates peace making processes All of these revolve around temperament and environment to create personality.

Loevinger's ego development and sentence completions Infancy: __________ 5-8 months: self-directed behaviors in front of mirrors (watch body, but not separate from others) 9-12 months: understand that mirrors reflect 12-15 months: use mirror to locate person or object 15-18 months: recognize alterations to own body in mirror (e.g., spot of rouge on nose) Childhood: ________, self-protective, ________ I-2 (_____________) Egocentric, ___________on others Preoccupied with bodily sensations ____ (self-protective) Short-term hedonist, opportunistic People as objects to reach goal I-3 (___________) Respects rules, cooperative and loyal Appearances and behavior paramount Seek __________friend like self ______________: conscientious/conformist, conscientious I-3/4 (___________/____________) Recognize impossible to live by all group's standards Exceptions tolerable Feelings, problems, maladjustment all conscious processes Most adults stuck here! I-4 (_____________) Internalized, ____________standards Intense and responsible ____________style Motives, traits, and _____________primary Adulthood: individualistic, autonomous, integrated I-4/5 (_______________) Tolerant of others, mutual orientation Focus on ___________, roles I-5 (_____________) Recognition of conflicts entailed in individualism ______________, self-fulfillment I-6 (_______________) Transcending polarities; focus on wholeness Reconciliation of opposites; self-_____________?

Loevinger's ego development and sentence completions Infancy: preverbal 5-8 months: self-directed behaviors in front of mirrors (watch body, but not separate from others) 9-12 months: understand that mirrors reflect 12-15 months: use mirror to locate person or object 15-18 months: recognize alterations to own body in mirror (e.g., spot of rouge on nose) Childhood: impulsive, self-protective, conformist I-2 (impulsive) Egocentric, dependent on others Preoccupied with bodily sensations Delta (self-protective) Short-term hedonist, opportunistic People as objects to reach goal I-3 (conformist) Respects rules, cooperative and loyal Appearances and behavior paramount Seek special friend like self Adolescence: conscientious/conformist, conscientious I-3/4 (conscientious/conformist) Recognize impossible to live by all group's standards Exceptions tolerable Feelings, problems, maladjustment all conscious processes Most adults stuck here! I-4 (conscientious) Internalized, personal standards Intense and responsible interpersonal style Motives, traits, and achievements primary Adulthood: individualistic, autonomous, integrated I-4/5 (individualistic) Tolerant of others, mutual orientation Focus on individuality, roles I-5 (autonomous) Recognition of conflicts entailed in individualism Interdependent, self-fulfillment I-6 (integrated) Transcending polarities; focus on wholeness Reconciliation of opposites; self-actualization?

What is the relationship between intrinsic motivation and external reinforcement? Reinforcing behaviors that are intrinsically motivated can decrease the frequency of those behaviors. Reinforcing behaviors that are intrinsically motivated will increase the frequency of those behaviors. Intrinsic motivation increases the probability a behavior will be reinforced. Intrinsic motivation can decrease the probability a behavior will be reinforced.

Reinforcingbehaviorsthatareintrinsicallymotivatedcandecrease the frequency of those behaviors.

Rogers and psychology of personal growth: Fundamentally, we are striving to ___________ , not to ____________

Rogers and psychology of personal growth: Fundamentally, we are striving to become, not to defend

_________: abstract knowledge structure ___________ schema: Representations of important interactions with others Reflect different social patterns ex: interacting with mom vs friends ________ -schema: Representations of important aspects of self Emphasize processing events __________with schema Relatively unaffected by incongruent events Self-____________: multiple unrelated self-schema parts

Schema: abstract knowledge structure Relational schema: Representations of important interactions with others Reflect different social patterns ex: interacting with mom vs friends Self-schema: Representations of important aspects of self Emphasize processing events congruent with schema Relatively unaffected by incongruent events Self-complexity: multiple unrelated self-schema parts

Which of these is not a component of social intelligence? a. Declarative-semantic concepts b. Second-order reasoning c. Procedural rules d. Declarative-episodic memories

Second-order reasoning

Abraham Maslow viewed which of the following as the highest on his hierarchy of needs? Esteem Physiological Behavioral Self-actualization

Self-actualization

A discrepancy between the actual and ought selves is associated with: a. Social anxiety b. Existential dread c. Depression d. Identity diffusion

Social anxiety

Which of the following is true about the findings of twin studies of personality traits? a. Trait scores of monozygotic twins reared apart are always less similar to each other compared to those of monozygotic twins reared together. b. Dizygotic twins' trait scores are as similar to each other as those of monozygotic twins. c. Shared environmental factors do not seem to contribute much variability in trait scores. d. Trait scores seem completely determined by genetic factors.

Shared environmental factors do not seem to contribute much variability to trait scores.

_______ intelligence: Ability to ____________ and work in social situation Declarative-semantic: ________ _____ theories: theories people naturally draw on to understand the world ________ theory: attributes are fixed __________ theory: attributes are malleable Often have different lay theories for different ____________ of life _____________ -episodic: memories of specific ______________ interactions _____________: rules for judging situations -Determine how things are used -Contrast against what things are declaratively -__________ attributions - why do people act the way they do? Internal-__________ & ______ -unstable

Social intelligence: Ability to understand and work in social situation Declarative-semantic: concepts Lay theories: theories people naturally draw on to understand the world Entity theory: attributes are fixed Incremental theory: attributes are malleable Often have different lay theories for different domains of life Declarative-episodic: memories of specific interpersonal interactions Procedural: rules for judging situations -Determine how things are used -Contrast against what things are declaratively -Causal attributions - why do people act the way they do? Internal-external & Stable-unstable

______________________ is the defense mechanism Freud thought was most mature and adaptive.

Sublimation

The ______________________ postulate of Kelly's psychology of personal constructs is: "A person's processes are psychologically channelized by the ways in which he or she anticipates events."

fundamental

Murray described a ______________________ as a situation that could either facilitate or frustrate the expression of needs.

press

Temperament in childhood The Giant 3

1. ________ (vs. behavioral inhibition) 2. Negative ________ 3. ________ Control

Describe what intellectual complexity is and how intellectual complexity is affected by political affiliation, war, and civil unrest.

Ability to recognize and reconcile multiple viewpoints in an argument Reduced by extremes in political affiliation / increased by moderate political affiliation Reduced in times of war Increased in times of civil unrest

Describe the three motives most commonly assessed through the Picture Story Exercise (PSE). What is one behavioral, emotional, social, or occupational correlate of each motive?

Achievement: stories of success & perseverance; success in business, delay of gratification, more patents Power: stories of dominance over others; adopt leader roles, seek elected office, active in small groups, respond strongly to challenges to dominance (and seek more challenges to dominance) Intimacy: stories of warm, close, communicative social interactions; take listening role, more self-disclosure, women more happy/satisfied, men less strain/uncertainty

Attachment in adulthood ________ attachment ______ support seeking in dangerous environment ____ +ve (social) emotion, _____ -ve (social) emotion More helping and supportive behavior to partners Avoidant attachment ____ support seeking, more ________ _____ +ve (social) emotion & ____________, _____-ve (social) emotion ____ helping and supportive behavior to partners Anxious/ambivalent attachment Less support seeking, more ___________ & _________symptoms _____ +ve (social) emotion, _____ -ve (social) emotion Discussing relationship problems especially stressful

Attachment in adulthood Secure attachment More support seeking in dangerous environment more +ve (social) emotion, less -ve (social) emotion More helping and supportive behavior to partners Avoidant attachment Less support seeking, more distress less +ve (social) emotion & intimacy, more -ve (social) emotion Less helping and supportive behavior to partners Anxious/ambivalent attachment Less support seeking, more hostility & physical symptoms more +ve (social) emotion, more -ve (social) emotion Discussing relationship problems especially stressful

B-cognition vs. D-cognition __________ Experiences derive from B-cognition (__________), creates a unity of ___________.. As opposed to D-cognition (______), creating fractionation of ____________________

B-cognition vs. D-cognition Peak Experiences derive from B-cognition (being), creates a unity of consciousness.. As opposed to D-cognition (deficit), creating fractionation of consciousness

Carl Rogers Actualize and perfect self Unconditional positive regard (_____________ in classroom) vs. conditions of worth (_____) Congruence of _____(conscious) (of ______ and _____self). Conflicts derive from self and conditions of ____. ___________ of self (actual and ideal self not joint)

Carl Rogers Actualize and perfect self Unconditional positive regard (experience in classroom) vs. conditions of worth (grades) Congruence of self (conscious) (of actual and ideal self). Conflicts derive from self and conditions of worth. Incongruence of self (actual and ideal self not joint)

How does the "dandelion and orchid" model describe the interplay of personality traits and environmental factors on how well children develop?

Dandelions are hardy/low stress reactive children who will thrive in any environment, no matter how stressful it is. Orchids are highly stress reactive children who are more sensitive to their environments. In safe and supportive environments, they will flourish; however, in more stressful environments, they will "wilt" and not perform very well.

*Differential (rank-order) continuity Mean-level and differential continuity of the Big Five throughout life

Differential continuity refers to relative stability of scores within a sample

Discrepancies among selves Problems when actual vs. possible selves differ ______= duties, responsibilities _________= desired possible self ___________ focus: ideal-self guides & positive emotion, approach ___________focus: Ideal-ought guides & negative emotion, avoidance ____________schema: internal, global, stable negative event self-schema

Discrepancies among selves Problems when actual vs. possible selves differ Ought = duties, responsibilities Ideal = desired possible self Promotion focus: ideal-self guides & positive emotion, approach Prevention focus: Ideal-ought guides & negative emotion, avoidance Depressive schema: internal, global, stable negative event self-schema

Erikson's elaborations on later life Generativity vs. stagnation (30s-50s) Central question: How can I Associated virtue: Cultural demand & inner desire Concern for next ________________ & belief in species Commitment Actions and narrative Concern & actions greatest in those __-42 Associated with more mature _______, ________ emotion; less ___________

Erikson's elaborations on later life Generativity vs. stagnation (30s-50s) Central question: How can I fashion a "gift"? Associated virtue: Care Cultural demand & inner desire Concern for next generation & belief in species Commitment Actions and narrative Concern & actions greatest in those 37-42 Associated with more mature coping, positive emotion; less Neuroticism

Erikson's elaborations on later life Integrity vs. despair (60s+) Central question: How can I Associated virtue: Life review -Acceptance of one's ____________and failures -Post-___________ If cannot accept life as gift, can spiral into _________ What of adults who continue being ____________vs. those who "_________"?

Erikson's elaborations on later life Integrity vs. despair (60s+) Central question: How can I receive a "gift"? Associated virtue: Wisdom Life review -Acceptance of one's triumphs and failures -Post-narcissistic If cannot accept life as gift, can spiral into despair What of adults who continue being generative vs. those who "disengage"?

Erikson's elaborations on later life Intimacy vs. isolation (20s) Central question: How can I Associated virtue: Intimate: _________ love and friendships Preintimate: Close friends, conflicted about ____________ Stereotyped: Friendships and dating _________ ___________ : Few interpersonal relationships; masking anxiety?

Erikson's elaborations on later life Intimacy vs. isolation (20s) Central question: How can I love? Associated virtue: Love Intimate: Committed love and friendships Preintimate: Close friends, conflicted about commitment Stereotyped: Friendships and dating superficial Isolate: Few interpersonal relationships; masking anxiety?

Eriksonian adolescence (James Marcia's typology) Exploration Y , Resolution Y : ________ __________(explored and ________, now has own sense of _______ and direction) Exploration Y , Resolution N: ___________ (still _________ questioning, may be likely to move to ____________) Exploration N , Resolution Y: _________(commits to _____________ positions from childhood) Exploration N , Resolution N: ___________ __________ (withdrawal)

Eriksonian adolescence (James Marcia's typology) Exploration Y , Resolution Y : Identity Achievement (explored and questioned, now has own sense of ideology and direction) Exploration Y , Resolution N: Moratorium (still actively questioning, may be likely to move to achievement) Exploration N , Resolution Y: Foreclosure (commits to unquestioned positions from childhood) Exploration N , Resolution N: Identity diffusion (withdrawal)

Field in/dependence Field ________ -Better estimation of what distorted images should look like -_________ testing approach to problems, more careers in ___ & science -More solitary pursuits, socialized toward __________ and independence Field ________ -Tendency to ____ on others for guidance -Preference for ____ play, more social contacts -Socialization patterns involving conformity and __________ on authority Men, Western students: more field _________ Women, Eastern students: more field _________

Field in/dependence Field independent -Better estimation of what distorted images should look like -Hypothesis testing approach to problems, more careers in math & science -More solitary pursuits, socialized toward autonomy and independence Field dependent -Tendency to rely on others for guidance -Preference for social play, more social contacts -Socialization patterns involving conformity and dependence on authority Men, Western students: more field independent Women, Eastern students: more field dependent

Freud and Erikson's stages (2-3 years) Freud: Body part: Focused on expulsion vs. retention of______ Mastery of libido based on societal schedules & _____ Erikson: Psychosocial issue: Central question: How can I be Associated virtue:

Freud and Erikson's stages (2-3 years) Freud: Body part: Anal Focused on expulsion vs. retention of feces Mastery of libido based on societal schedules & norms Erikson: Psychosocial issue: Autonomy vs. shame/doubt Central question: How can I be independent? Associated virtue: Will

Freud and Erikson's stages Childhood (elementary age) Freud: Body part: Focused on channeling libido into ___________approved channels Mastery of libido based on socialization and _____internalization Erikson: Psychosocial issue: Central question: How can I be Assumption of societal roles & Proficiency in using _____ Associated virtue:

Freud and Erikson's stages Childhood (elementary age) Freud: Body part: Latency (none) Focused on channeling libido into socially approved channels Mastery of libido based on socialization and norm internalization Erikson: Psychosocial issue: Industry vs. inferiority Central question: How can I be good? Assumption of societal roles & Proficiency in using tools Associated virtue: Competence

Freud and Erikson's stages Childhood (play 3-5 yrs) Freud: Body part: Focused on __________, parent-directed _______ fantasies Mastery of libido and the _________ complex Erikson: Psychosocial issue: Initiative vs. guilt Central question: How can I be Boys: _________ & Girls: _________ Associated virtue:

Freud and Erikson's stages Childhood (play 3-5 yrs) Freud: Body part: Phallic (sex organs) Focused on primitive, parent-directed sexual fantasies Mastery of libido and the Oedipal complex Erikson: Psychosocial issue: Initiative vs. guilt Central question: How can I be powerful? Boys: intrusive &Girls: inclusive Associated virtue: Purpose

Freud and Erikson's stages Infant ( birth - 1yr) Freud: ______ Focused on meeting nutritional needs When tensions reliably reduced, infant feels _________ Erikson: ______ / ____________ Central question: How can I be ___________? Associated virtue: _____

Freud and Erikson's stages Infant ( birth - 1yr) Freud: Oral Focused on meeting nutritional needs When tensions reliably reduced, infant feels secure Erikson: Trust/mistrust Central question: How can I be secure? Associated virtue: Hope

Freudian Conflicts _______ anxiety: conflict between ego and world ________ anxiety: conflict between ego and id _______ anxiety: conflict between ego and superego All this conflict requires defenses!

Freudian Conflicts Realistic anxiety: conflict between ego and world Neurotic anxiety: conflict between ego and id Moral anxiety: conflict between ego and superego All this conflict requires defenses!

Freudian psychological structure: ID: (__________/ ______ drives) "__", works through __________ processes. EGO: (___/_________ control) "_" , develops to get what you _____ in response to ______ and the __, works through _________ processes. SUPEREGO: (mostly ________), develops in response to ________.

Freudian psychological structure: ID: (unconscious/ primal drives) "it", works through primary processes. EGO: (pre/conscious control) "i" , develops to get what you need in response to reality and the Id, works through secondary processes. SUPEREGO: (mostly preconscious), develops in response to society.

Gene-environment interactions: ________ and _____ reactivity Serotonin (5-HT) transporter gene (5-HTTP) Long allele = better reuptake of ________ into synapses Short allele = worse uptake; more ___________? 5-HTTP______ + _______ life events = higher rates of _______ Neither 5-HTTPshort nor negative life events resulted in increased depression by themselves= An ____________ effect!

Gene-environment interactions: depression and stress reactivity Serotonin (5-HT) transporter gene (5-HTTP) Long allele = better reuptake of serotonin into synapses Short allele = worse uptake; more Neuroticism? 5-HTTPshort + negative life events = higher rates of depression Neither 5-HTTPshort nor negative life events resulted in increased depression by themselves = An interaction effect!

*Measuring continuity Absolute (mean-level) continuity

How much do traits change from one time point to another? Look at change in mean levels (t tests) Measure at time 1 and time 2, compare difference in sample

At which stage of ego development would Loevinger say that most adults are stuck? a. I-2 (impulsive) b. I-4/5 (autonomous) c. Delta (self-protective) d. I-3/4 (conscientious/conformist)

I-3/4(conscientious/conformist)

Implicit vs. self-attributed motives Responses to questionnaires = ____-________motives Conscious representations Tap behavior in highly structured situations Traits correspond to __________ rewarded behavior (operant) Responses to PSE = _______ motives Not conscious Tap naturally occurring, self-selected situations Traits correspond to _____________ rewarding behavior

Implicit vs. self-attributed motives Responses to questionnaires = self-attributed motives Conscious representations Tap behavior in highly structured situations Traits correspond to externally rewarded behavior (operant) Responses to PSE = implicit motives Not conscious Tap naturally occurring, self-selected situations Traits correspond to intrinsically rewarding behavior

Individuals seeking out environments that complement their genes is an example of ______________________ gene-environment influence.

Individuals seeking out environments that complement their genes is an example of ________active__________ gene-environment influence.

________ _____________: How many different points of view can you recognize & reconcile in an argument? War ______integrative complexity Civil unrest __________integrative complexity Those high in integrative complexity are seen as __________ and ___________ Those low in integrative complexity are seen as ____________and __________

Integrative complexity: How many different points of view can you recognize & reconcile in an argument? War lowers integrative complexity Civil unrest increases integrative complexity Those high in integrative complexity are seen as creative and disagreeable Those low in integrative complexity are seen as conforming and giving

Intermediate Defense Mechanisms __________ (vs _____): unconscious suppression of dangerous impulses ____________: Emotion transferred from threatening object to non-threatening object ___________: construction reasonable excuse for behavior

Intermediate Defense Mechanisms Repression (vs denial): unconscious suppression of dangerous impulses Displacement: Emotion transferred from threatening object to non-threatening object Rationalization: construction reasonable excuse for behavior

_____ 's psychology of personal constructs says that people are motivated to __________ what will happen. The _______ _________: "A person's processes are psychologically channelized by the ways in which he or she anticipates events." Corollaries of fundamental postulate: __________ corollary: A person anticipates events by constructing their ________ ___________ corollary: Persons differ from one another in their construction of _____ _________ corollary: A person's construction system is composed of a _______ number of dichotomous constructs. How ___ are similar vs ____different.

Kelly's psychology of personal constructs says that people are motivated to predict what will happen. The fundamental postulate: "A person's processes are psychologically channelized by the ways in which he or she anticipates events." Corollaries of fundamental postulate: Construction corollary: A person anticipates events by constructing their replications Individuality corollary: Persons differ from one another in their construction of events Dichotomy corollary: A person's construction system is composed of a finite number of dichotomous constructs. How two are similar vs one different.

Maslow's hierarchy of needs 1. __________ 2. ________ 3._______/__________ 4. _______ 5. ______-______ (Peak Experiences are about the most intense, ecstatic, ____________ ___________in life like morality, _________, problem solving, acceptance of ______)

Maslow's hierarchy of needs 1. Physiological 2. Safety 3. Love/Belonging 4. Esteem 5. Self-Actualization (Peak Experiences are about the most intense, ecstatic, wonderful experiences in life like morality, creativity, problem solving, acceptance of facts)

Mature Defense Mechanisms __________: the process of turning _______ into _________ work

Mature Defense Mechanisms Sublimation: the process of turning conflict into productive work

Generativity is associated with which of the following? a. Social anxiety b. Neuroticism c. Mature coping d. Self-determination

Mature coping

Mechanisms of genes influencing environment Environments as heritable? ____________ ___________ ________ influence:People respond to others according to those others' ______. Ex: when someone is sad you hug them _______ influence: ______ provide environments compatible with their ____ genes ex: artistic parents _______ influence: __________ seek environments compatible with their _____ genes

Mechanisms of genes influencing environment Environments as heritable? reasonable variability Evocative influence:People respond to others according to those others' genes. Ex: when someone is sad you hug them Passive influence:Parents provide environments compatible with their own genes ex: artistic parents Active influence: People seek environments compatible with their own genes

Murray's theory of needs _____ as psychological force: Organizes perception, interpretation, thinking, striving, & action ____ as situation constraining and requiring need expression Alpha press: ________ environmental features Beta press: ______ impression of those features Consistent need-press combo = _____ : ________ reduction, but more than just sex and aggression!

Murray's theory of needs Need as psychological force: Organizes perception, interpretation, thinking, striving, & action Press as situation constraining and requiring need expression Alpha press: objective environmental features Beta press: subjective impression of those features Consistent need-press combo = thema: Tension reduction, but more than just sex and aggression!

What are the similarities between Freud's and Erikson's stages of development? In what ways do they differ? Use at least three stages in developing your answer.

Oral; trust vs. mistrust (birth-1) Anal; Autonomy vs. shame & doubt (2-3) Phallic; Initiative vs. guilt (play age; 3-5) Latency; Industry vs. inferiority (early school) Genital; Identity vs. role confusion (adolescence) Freud focused on body parts Erikson broader perspective, focused on psychosocial challenges, also has "virtue" and "central questions"

Picture Story Exercise (PSE) as way to elicit freely participant's _________needs. PSE achievement:Related to success in ________&Delay of __________________ PSE power: Desire to have an impact on others & Respond strongly to situations where _________challenged PSE _______: Warm, close, and communicative interaction

Picture Story Exercise (PSE) as way to elicit freely participant's dominant needs. PSE achievement:Related to success in business &Delay of gratification PSE power: Desire to have an impact on others & Respond strongly to situations where dominance challenged PSE intimacy: Warm, close, and communicative interaction

__________ selves: link between motivation and ____________ in self-understanding Personalized ___________ : Both to become (e.g., the "successful me") & to _________(e.g., the "failure me") Self-evaluation against those possibilities What can be and what might have been Happiness: let go of lost possible self + focus on current goals Psychological _____________ : detail of ______ possible self

Possible selves: link between motivation and cognition in self-understanding Personalized concepts: Both to become (e.g., the "successful me") & to avoid (e.g., the "failure me") Self-evaluation against those possibilities What can be and what might have been Happiness: let go of lost possible self + focus on current goals Psychological maturity: detail of lost possible self

Primitive Defense Mechanisms __________: revert to earlier developmental stages/______ mechanisms ________: its not me, its you! Project negative ______ onto others. _________ ___________: exhibit reaction opposite that which you're feeling. Not dealing with ______

Primitive Defense Mechanisms Regression: revert to earlier developmental stages/coping mechanisms Projection: its not me, its you! Project negative affect onto others. Reaction formation: exhibit reaction opposite that which you're feeling. Not dealing with conflict

Rep test Role Construct Repertory Test Compare people with different ______ in your life This version: 15 roles Allows __________ exploration of constructs _______ordinal: constructs encompassing others Subordinal: constructs encompassed __others Range of constructs ______: experience outside of construct system ______: dislodged from "core role structure"

Rep test Role Construct Repertory Test Compare people with different roles in your life This version: 15 roles Allows idiographic exploration of constructs Superordinal: constructs encompassing others Subordinal: constructs encompassed by others Range of constructs Anxiety: experience outside of construct system Guilt: dislodged from "core role structure"

__________ is Freuds fundamental defense mechanism. It is an _____________ phenomena. Low ________ & high ______ desirability because there are fewer _____- focused memories and ____ other-focus ________. May be helpful in overall ________. Repressors show low reported __________ affect but _____ autonomic stress when talking about loss. Better ____________ health 18 months later

Repression is Freuds fundamental defense mechanism. It is an unconscious phenomena. Low anxiety & high social desirability because there are fewer self- focused memories and more other-focus memories. May be helpful in overall coping. Repressors show low reported negative affect but high autonomic stress when talking about loss. Better psychological health 18 months later

Self-determination __________motivation: Something is _________in and of itself but __________rewards _____focus from this reward. Ex: loving to learn but grades shift focus Non-self-determined behavior: _________ or _________& If behavior feels controlled results in disorganized behavior _________ self: Overtake initial __________, Self becomes more encompassing & ________. Congruence between wanting to do & self _______ Creates more self-_________because you are an ________in your on life & hold an ______ locus of control.

Self-determination Intrinsic motivation: Something is rewarding in and of itself but external rewards shift focus from this reward. Ex: loving to learn but grades shift focus Non-self-determined behavior: Controlled or motivated & If behavior feels controlled results in disorganized behavior Expanded self: Overtake initial boundaries, Self becomes more encompassing & integrated. Congruence between wanting to do & self efficacy Creates more self-involvement because you are an agent in your on life & hold an internal locus of control.

The Selfs Needs ____________ (helped by _________ ): Control outcomes ( greater _________- greater outcome). Experience mastery. Autonomy (helped by __________for choices): Independence from external _________. ___________choose what you want & you're separate from others. Relate to world as _________of behavior ___________(helped by ________): Care for others, relate to others in ____________ways. __________ part of circumflex. Satisfying and coherent social interaction. Satisfying these gives organismic ___________

The Selfs Needs Competence (helped by structure): Control outcomes ( greater competence- greater outcome). Experience mastery. Autonomy (helped by support for choices): Independence from external pressures. Individually choose what you want & you're separate from others. Relate to world as originator of behavior Relatedness (helped by involvement): Care for others, relate to others in supportive ways. Communion part of circumflex. Satisfying and coherent social interaction. Satisfying these gives organismic integration

Twin study design Monozygotic (__%) Dizygotic (__%) Measuring heritability "________ _______" (__) Heritability of traits h2=_ (___-___) h2=_( ___ _____ ____ __ __ __)= __________ traits _~ 72% C~ 20% _~ 64% A~ 30% _~ 46% Traits are about 50% heritable. _________ studies and shared ________ show that correlation between MZ twins reared _____ and _________ are almost the ______. ____ shared ____________ explain how different environments can push ____________ apart. Overall there is no ___________ effect on traits from _______________ effect.

Twin study design Monozygotic (100%) Dizygotic (50%) Measuring heritability "narrow sense" (h2) Heritability of traits h2=2(rMZ-rDZ) h2=2( the difference between MZ & DZ)= genetic traits O~ 72% C~ 20% E~ 64% A~ 30% N~ 46% Traits are about 50% heritable. Adoption studies and shared environment show that correlation between MZ twins reared apart and together are almost the same. Non shared environment explain how different environments can push personalties apart. Overall there is no conditional effect on traits from environmental effect.

______________________ is the opposite pole of behavioral inhibition in children.

_______Surgency_________ is the opposite pole of behavioral inhibition in children.

Compared to women, men are more field ______________________ .

independent

With respect to Eriksonian identity, those who have engaged in exploration, crisis, and questioning but who have not committed to or resolved their identities are described as being in the state of ______________________.

moratorium

In Freudian developmental psychology, the ______________________ stage of development occurs between birth and 1 year of age.

oral