Download Study Guide – Test 3 (Cognitive Approach to Personality

Study Guide – Test 3 (Cognitive Approach to Personality)
Personality Psych (255)
Fall, 2014
Material:
Lecture notes
Readings:
 Funder – 563-565, Chapters 10 (up to 352), 11, 13 (up to 459), 16, 17, pp 552-558, Review pp 522-552
 Dweck (2008)
 Baumeister et al. (2007)
Topics
Some key issues in this rest of this section
 Needs, motivation
 Identity and Self-concept
 Conscious vs unconscious processing
 Thinking, interpretation, perception
 Contextual effects on behavior
Psychoanalytic Theory (Freud)
Key ideas
 Psychic determinism
 Internal structure
 Psychic conflict & compromise
 Mental energy
Topographical Model of the Mind (levels of awareness)
 What is in the unconscious? Why is it there, not in the conscious?
Structure of Personality (id, ego, superego)
 What is each? Rational/irrational, Conscious/unconscious, etc
 How are they related to each other? (see book’s section on psychic conflict)
The line between conscious and unconscious
 Anxiety
o And conflict… between????
o Realistic anxiety – what’s the “right” amount of anxiety?
 Defense Mechanisms
o Defense of what, from what, by what?
o Purposes of Def Mechs?
o Types of Def Mechs (what is each, how does it work, make up your own example to illustrate)
 Denial, Repression, Reaction formation, Rationalization, Projection, Intellectualization,
Discplacement, Sublimation. Be familiar with each (what it is), but be most familiar with
reaction formation.
o Defense mechanisms and homophobia
 Theory (which DM and why?)
 Evidence?
 Parapraxes (what are they? Why would they happen?)
 Humor
 Dreams
o Is there any actual evidence that material that’s suppressed in our waking life is particularly likely to be
dreamt about?
Controversy/criticisms of Freudian Theory and Contemporary Psychoanalytic theory
 Criticisms etc
 5 postulates of contemporary psychoanalytic theory (see class notes and end of chapter 12)
o
Implicit and Explicit knowledge/attitudes/beliefs
Neoanalytic approaches
What are basic differences between pure Freudian theory and neoanalytic theories?
Jung
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Levels of consciousness
o What are they? How is this perspective similar/different from Freud’s
Archetypes
o what are they? How are they expressed? Examples
Individuation – as a personal process and as an archetype – how is this related to mandalas?
Karen Horney
 Basic anxiety
o What is it, why do some people have more of it than others?
o What are its effects?
 Neurotic coping strategies (trends)
 Self-perpetuation of basic anxiety – how does it happen?
Erikson
 Psychosocial Theory of Identity Development
o Lifespan
o Psychosocial “crises” to resolve
o Example – “Identity vs role confusion” stage – age, crisis?
Humanistic/Existential Theory
Phenomenology
 What is it?
 Early roots (introspection)
Existentialism
 Parts of Experience
 Angst, Living in “bad faith”, and living an “authentic existence”
 Buddhist perspective on existence and “self”
Rogers
 Self-actualization – what is it?
 Rogerian Psychotherapy – what does the therapist do? What is the goal?
Maslow
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Hierarchy of needs
What are the needs?
What is “hierarchical” about them?
Self-actualization & “the fully functioning person”
Kelly & “Personal Constructs”
 What is a “personal construct”?
 Where do they come from?
 How do they affect us?
 Constructive alternativism
 Do we all have the same constructs? Implications for personality – who you are, how you act, how you relate to
others, etc.?
Behaviorism (Be sure to be familiar with basic ideas from this section, which was covered in depth as part of the
“Environmental Foundations of Personality” section of the course)
 Roots of behaviorism (Empiricism, Associationism, Hedonism, Utilitarianism)
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Kinds of Learning (what are they, how do they work, how are they different)
o Habituation
o Classical Conditioning
o Operant Conditioning
 How are these ideas related to modern Cognitive Approaches to personality?
Social Learning theory
 Note where some of these concepts can be integrated within the CAPS model
 Dollard and Miller
o Habit hierarchy, Drives, Frustration/Aggression hypothesis, Internal conflicts
 Bandura
o Efficacy expectations, Observational learning, Reciprocal Determinism
Cognitive Approaches
The Cognitive Affective Personality System (CAPS) model as a framework for a Cognitive perspective on personality
 How are personality, behavior, and situations related to each other?
 What is the role of personality in the links between behavior, and situations?
 What is personality? What “makes up” personality? “Person Variables” – note, textbook points to an older version
of these ideas, the class ppts include a more up-to-date version, but they’re pretty similar in essential ways
 How is this approach different from a “trait” approach?
Expectancies as a personality characteristic
 Priming & Accessibility (Funder)
 What are expectancies?
o Self-fulfilling prophecies – how do they occur?
o Expectancies and aggression/hostility
 Snyder & Swann’s (1978) study on expectancies and hostility (experimental manipulation of
expectancies) - What was done? What was found? What principle does this demonstrate?
 Studies of hostility & interpretation or memory (Funder book)
o Expectancies & rejection sensitivity
 What is rej sensitivity?
 Downey et al. (1998) study on rejection sensitivity (examination of existing individual
differences) What was done in the study? What was found? What principle does this
demonstrate?
o Psychological defenses – screen out information versus be tuned in (Expect) information. Evidence for
defenses?
Beliefs and personality
 Locus of Control
o What is it? What are some implications/findings regarding LOC?
 Attributional (explanatory) style more generally
o 3 Dimensions of attributional style,
o Implications for Optimism/Pessimism/Depression?
Motivations, goals, and values
 Goals
o Types of Goals:
 Short(Specific)/long(general) term (value of each?),
 Idiographic/Nomothetic (be able to describe and/or provide examples of each)
 E.g, primary motives? What are they, according to McClelland, or the Goals
circumplex?
o Note that Funder discusses Judgment & Developmental goals and Entity & Incremental theories, which
we discussed as part of the “self” material (see below)
 Strategies
o What are they?
o Example: Defensive Pessimism
 Values
o 2 Core dimensions of Schwartz’s model of values? “Types” of values
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Relation to the Big 5? Relation to religiosity? – general trends
Affect (Emotion)
 Stages & sources of emotion
 Framework for coherently organizing the wide range of emotions: Emotional circumplex
 Affect intensity and change
 Emotional intelligence
 Happiness – what seem to be the key sources of happiness, in what “magnitude’ does each seem to influence
happiness? What is a “set point”? Which personality traits are related to the happiness set point?
Self-regulation
 Mischel’s research on self-regulation of impulses in children
 How were the studies done? What were the key findings?
 Evidence for long-term stability and consequences of self-regulation?
Another model of cognitive system: Cognitive Experiential Self-theory (Two ways of thinking – see Funder)
 Unconscious versus conscious processessing,
 “Dual-process models” of thought
 CEST – what are the two systems? When is each likely to dominate one’s thinking? Be able to describe or
recognize
 Empirical evidence of this (Epstein et al’s 1992 study)?
Integrating various aspects of cognitive approaches – an example
 “Regulating the interpersonal self”
o Integrate self-regulatory ability and rejection sensitivity
o Does the association between rejection sensitivity and (some outcome variable such as ) self-worth
depend on one’s ability to self-regulate emotions?
o How was the study done? What were the key findings? Begins to reveal the potential complexity of the
phenomena
Going back to behavior and consistency/variability across situations
 if..then contingencies, “behavioral signatures”
 Resolving the consistency paradox
Self
Self and culture – in relation to self-regard and consistency
Cognitive component of the self (“Self-concept,” “self-schema,” etc)
 Self-schema – what is it? What does it do? How is it assessed?
 Self-reference effect
 Self-efficacy
 Self-discrepancies (actual, ideal, ought)
 Self-knowledge – what does empirical evidence say about the accuracy of self-knowledge vs other-knowledge?
Why might other people have better insight into some aspects of your personality? How might you improve selfknowledge?
 Implicit selves and IAT
 Self-theories (Dweck)
o Entity/Incremental theories, relation to goals and behavior. Academic orientation, the value of a growth
mindset.
Motivational components
 3 types of motivations regarding self-perceptions
 Implications for depressive affect?
Affective/Evaluative component: Self-esteem
 What is it?
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Global versus domain-specific SE
Defensive/fragile vs secure self-esteem: Study
o How was it done? What was found? Implications?
Does self esteem cause good outcomes to occur?
Dweck (2008)
 What are “self-theories” – fixed/entity theories and malleable/incremental theories – differecnes?
 Effects of having a malleable/incremental theory about oneself?
 Can “malleable” self-theories be taught? Evidence for or against? Effect of praise?
 Relationship beliefs –
 how early do expectations/beliefs about relationships seem to emerge in life? Evidence for this?
 Expectations of rejection – evidence related to changing expectations regarding rejection/acceptance?
Baumeister et al. (2007)
 Definition of self-control
 What is the depleted-resource hypothesis? Evidence for it?
 What is ego-depletion?
 Note – disregard the Galliot study.
 Evidence that self-control is like a muscle?
 Is self-control related to important outcomes/processes?