Unfinished Business • Your percentage for test 2 should be on the webCT – not a raw score out of 62 (that is the unadjusted score). • There are TWO classes next week – – December 2 – December 4 (to make up for Remembrance Day) • Test #3 – webCT exam dates: Dec 8 (10:00) - Dec 13 (5:00) – change in room: E610, E620 and E630
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Unfinished Business Your percentage for test 2 should be on the webCT – not a raw score out of 62 (that is the unadjusted score). There are TWO classes.
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Unfinished Business• Your percentage for test 2 should be on the
webCT – not a raw score out of 62 (that is the unadjusted score).
• There are TWO classes next week – – December 2– December 4 (to make up for Remembrance Day)
• Test #3 – webCT exam dates: Dec 8 (10:00) - Dec 13
(5:00)– change in room: E610, E620 and E630
Review Question 1
What did Harlow’s research imply about the veracity of Freudian and behavioural theories of attachment?
A. It supported Freudian theories, but was a challenge to behavioural theories.
B. It supported behavioural theories but was a challenge to Freudian theories.
C. It supported both theories.
D. It was a challenge to both theories.
Answer: D
Review Question 2
Which of the following is not a type of attachment style as named by Ainsworth?
A. RejectingB. Anxious-ambivalentC. SecureD. AvoidantAnswer: A
Review Question 3
What does moral development involve?A. Knowing right from wrongB. Knowing what a culture valuesC. Making a selfish rather than a selfless
decisionD. Deciding between choices with
different social outcomes
Answer: D
Review Question 4
Moral emotions require which of the following?
A. High level cognitive abilitiesB. The ability to see the self as a causal
agentC. The ability to judge others’ abilities as
right or wrongD. Friendships based on mutual sharing
of emotionsAnswer: Moral emotions are guilt, empathy and shame so … B
Review Question 5
My sister strongly hold the conservative beliefs that my father taught when we were growing up. When asked about why she holds these beliefs, she gives unclear and defensive answers. What identity status would Marcia say she is in?
A. Achievement B. ForeclosureC. Moratorium D. DiffusionAnswer: B
W. W. Norton
Expansion of Identity (Stage 5) by Marcia
Personality
Keep in mind:
• Medical Student Syndrome
• Continuum not either/or
• Even excessive goodness is bad.
Freud Neo-Freudians
Psychodynamic
Eysenck' HierarchialModel
Five FactorTheory
Trait Humanistic Cognitive-Social
Personality Theories/Approaches
Personality
“Characteristic pattern of thinking,feeling and acting.”
Four major perspectives on Personality
Psychodynamic - unconscious motivationsTrait - specific dimensions of personalityHumanistic - inner capacity for growthSocial-Cognitive - influence of environment
Castration anxiety,struggle with authority(M), penis envy,flirtiness (F), mateattraction preoccupation(M/F)
Latency 6 yrs –puberty
None Interactingwith samesex peers
Being Asexual
Genital Puberty-adult
Genitals Establishingintimaterelationshipswithopposite sex
Defense MechanismsId
SuperEgo
Ego
When the inner wargets out of hand, theresult is Anxiety
Ego protects itself viaDefense Mechanisms
Defense MechanismsDefense Mechanisms reduce/redirectanxiety by distorting reality
• Repression - banishes certain thoughts/feelings from consciousness (underlies all other defense mechanisms)
e.g., forgetting an upsetting childhood event such as a death
• Denial - unacceptable thoughts are ignored– e.g., alcoholics ignore their problems
Defense Mechanisms
• Reaction Formation - ego makes unacceptable impulses appear as their opposites– e.g., pretending you like someone you can’t stand
• Projection - attributes threatening impulses/unacceptable qualities to others– e.g., unemployed father yells at his son for being lazy
Defense Mechanisms
• Rationalization - generate self-justifying explanations to hide the real reasons for our actions/think of an excuse– e.g., gambling to win some money to buy things for my
family– e.g., “everybody cheats on their taxes”
• Displacement - divert impulses toward a moreacceptable “safer” object - e.g., angry at boss so “kick the dog” response
Defense Mechanisms
• Sublimation - transform unacceptable impulse into something socially valued– e.g., sadist becomes dentist or surgeon
• Conversion - manifestation of a psychic conflict as a physical symptom
Defense Mechanisms
Thematic Apperceptions Test (TAT)Rorschach Inkblot Test
The Unconscious & Assessment
How can we assess personality?(i.e., the unconscious)
Objective Tests?No - tap the conscious
Projective Tests?Yes - tap the unconscious
Evaluating the Psychoanalytic Perspective
Were Freud’s theoriesthe “best of his time”or were they simply
incorrect?
Current researchcontradicts
many of Freud’sspecific ideas
Development does notstop in childhood
Dreams may not beunconscious
drives and wishes
Slips of the tongue arelikely competing
“nodes” in memory network
Evaluating the Psychoanalytic Perspective
Were Freud’s theoriesthe “best of his time”or were they simply
incorrect?
Current researchcontradicts
many of Freud’sspecific ideas
Concept of defense mechanisms have been
supported by research.
Freud’s Ideas as Scientific TheoryTheories must explain observations
and offer testable hypotheses
Few Objective ObservationsFew Objective Observations Few HypothesesFew Hypotheses
(Freud’s theories based on his recollections &(Freud’s theories based on his recollections &interpretations of patients’ free associations,interpretations of patients’ free associations,
dreams & slips o’ the tongue)dreams & slips o’ the tongue)
Does Not Does Not PREDICTPREDICT Behavior or Traits Behavior or Traits
Trait Perspective
No hidden personality dynamics…just basic personality dimensions
What we think about our situationaffects our behavior
Interaction ofEnvironment & Intellect
Rotter
• Behaviour controlled by:– expectancies for reinforcement– AND value ascribed to reinforcer– people differ in belief that efforts will lead to
positive outcomes• “locus of control”
Personal Control
Internal Locus of ControlInternal Locus of ControlYou pretty much control your own destiny
External Locus of ControlExternal Locus of ControlLuck, fate and/or powerful others control your destiny
Methods of StudyMethods of Study• Correlate feelings of control with behaviorCorrelate feelings of control with behavior• Experiment by raising/lowering people’s sense ofExperiment by raising/lowering people’s sense ofcontrol and noting effectscontrol and noting effects
Outcomes of Personal Control
Learned HelplessnessLearned Helplessness
Uncontrollablebad events
Perceivedlack of control
Generalizedhelpless behavior
Important IssueImportant Issue• Nursing Homes
• Prisons•Colleges
Mischel
• Controversial cognitive-social theory of personality: “situationism”– traits often fail to predict behaviour
across different circumstances - personality is not “stable”
Mischel
• peoples responses in a given situation are influenced by:– how they encode or perceive the situation– affective (emotional) response to
situation– skills and competencies– anticipation of the outcomes their
• with aging– less neurotic– less extraverted– less open to new experiences– more agreeable– more conscientious
Personality Over Time
• Traits remain stable over time– genetic makeup does not change– situations remain relatively stable
• environments tend to be relatively stable (especially after early adulthood)
• tend to marry individuals with similar attitudes and personalities
• tend to have jobs with similar levels of status
Chapter 13: Social Psychology• Social psychology
– how others influence how we think, feel and act
• Social cognition– mental processes by which we make
sense of ourselves, other people and our social situations (p. 417)
self-awareness self-concept
Symbolic Self Self-Esteem Attitudes
Self
Symbolic self (p. 418)
• Minimal self– conscious experience of self in the here and
now, separate from immediate environment
• Objectified self– cognitive capacity to serve as object of one’s
own attention – e.g., being aware of one’s own state of mind
Symbolic self (p. 418)
• Symbolic self– abstract mental representation of oneself
through language – includes:
• sense of identity
• autobiographical memories
• expectations and beliefs about the future
Self-Awareness
• Symbolic self - sense of self is the object of attention
• contribution to self-awareness by “reflected appraisals” - how we thing others view us
Self-Awareness
• development – 18 - 24 months: initial sense of self develops
around (“rouge spot”)– 2 yrs.: understanding of self as existing across time– 3 yrs.: self-conscious emotions of embarassment,
shame and guilt• recognize that others are evaluating them
– 4 yrs.: episodic memory for personal experiences
Self-Awareness
• Duval & Wicklund– “self-awareness produces a comparison
of self against relevant standards, which inevitably leads to emotional motivation to act in accordance with personal values, attitudes, and beliefs.” (p. 421)
Frontal Lobes - Self-Awareness• Symbolic self
– absent in nonhuman animals and young infants (without developed frontal lobes)
– individuals with lesions to frontal lobes show impairments involving self-awareness• can often pick up the exact same deficits in
another person but not recognize them in themselves
Self-Concept
• Cognitive aspect – Self schema
• Evaluative/emotional aspect – Self-esteem
Self-Concept
• Is a cognitive knowledge structure– schema (self-schema)
• network of interconnected knowledge about oneself
– cognitive aspect of self-concept– integrated set of memories, beliefs
and generalizations about oneself
Self-Schema
W. W. Norton
Self-Concept
• working self-concept– varies as function of:
• which memories you retrieve, •which situation you are in, •your role in that situation, •people you are with etc.
Inter/Independent Self-Concepts
• some cultures place greater emphasis on the collective self than on the personal self
• interdependent– view self inherently connected to
other people– self-concept defined more by social
roles and personal relationships
W. W. Norton
Inter/Independent Self-Concepts
• some cultures place greater emphasis on the personal self