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1 Psychology 28, Section 02 Review Sheet for Exam 2 Here is a list of topics that we have covered since exam 1. Please remember that all information, including that from your book, notes, lectures, class discussion, and videos, are fair game for a test, unless it is explicitly stated otherwise. The test will consist of multiple choice, fill in the blank, and short answer questions. I will not try to “trick” you with insignificant details, minor points on graphs in the book, etc. Instead, I have framed some questions below that hopefully will guide you in studying for this test. Please come by or email with any questions. Exam 2 Part I (June 17th, 11:30 am) Motives and the Dynamics of Personality: Chapter 8 Murray’s organization of needs: his definitions and understanding of “needs,” motives, and press The Process of Personality according to Murray: be able to diagram this and recognize its components from a case example How did Murray measure needs? Be able to discuss the four most researched needs/motives Maslow’s understanding of needs Maslow’s hierarchy of needs: Know not only his “pyramid”, but also be able to discuss why the needs are organized in this way, the differences between the higher and lower needs, etc. Rogers’ main beliefs: be able to interpret a case study based on Rogers’ views of positive regard, conditions of worth, self-concept including ideal, actual, and real selves, congruence versus incongruence of self, and defense mechanisms Components of client-centered therapy Traits and Trait Taxonomies: Chapter 9 Be able to describe trait theory and the methods used to discover personality traits Be able to discuss Allport’s trait theory Know Raymond Cattell’s trait theory of personality Understand Eysenck’s theory of personality, particularly his idea of “supertraits” Know the Five Factors of personality and be able to describe them Learning Theory: Class Notes Describe the process of classical conditioning, and be able to apply it to case examples using the appropriate terminology (UCS, UR, CS, CR). Describe the process of higher-order conditioning. Describe the process of instrumental/operant conditioning. Explain the concepts of reinforcement and punishment and the positive/negative forms of each. Describe schedules of reinforcement and the effects of continuous and partial reinforcement. Discuss discrimination, generalization, extinction, and shaping in classical and operant conditioning. Explain how irrational behavior can develop through learning and discuss behavior modification. 2 Social-Cognitive Learning Theories: Class Notes and Chapter 12 (pg. 370-378) Describe social reinforcement and the concept of self-reinforcement. Explain vicarious emotional arousal and vicarious reinforcement and how they influence people. Describe the effects of expectancies on behavior and more specifically, the concepts of selfefficacy, locus-of-control, and learned helplessness. Discuss and differentiate the explanatory style/attributional dimensions of internal/external, stable/unstable, and global/specific. Discuss the key elements of optimistic and pessimistic explanatory styles. Define observational learning and discuss the processes involved. Contrast acquisition of behavior (i.e., aggression) and performance of behavior via observational learning. Exam 2 Part II (June 23rd, 11:30 am) Cognitive-Behavioral Model and Stress Management: Class Notes Describe the components of the Cognitive-Behavioral Model, including the “Cognitive Equation.” Describe the possible strategies that can be used to manage stress at each step in the cognitive equation – events, thoughts, emotions, body sensations, and behaviors. Be familiar with the content of the handouts regarding the cognitive and behavioral strategies. Be able to apply these strategies and components to a case study. Personality Disorders: Chapter 19 Define the key components of a psychological disorder, including what constitutes a personality disorder. Be able to describe the key features of all 10 personality disorders and identify them in case examples (paranoid, schizoid, schizotypal, avoidant, dependant, obsessive-compulsive, narcissistic, histrionic, antisocial and borderline). Describe the concepts of “egosyntonic” versus “egodystonic” in the understanding and treatment of personality disorders. Comparing Personality Theories: Somewhat cumulative Approximately 50% of exam 2 part II will consist of comparing personality theories within the context of case studies. The following theories may be covered in this section: Psychodymanic theory, Evolutionary theory, Adler’s theory, Erikson’s theory, Humanistic theories, Learning theories, and Cognitive-Behavioral Theory.