Unit XV: Personality
Terms to know
For each term, know:
 What theory or perspective are they associated with?
 What person are they associated with
 Personality
 Castration anxiety
 Hedonism
 Identification (how relates to
Oedipus Conflict & Electra
 Freudian slips
Conflict)
 Free association

Electra
conflict
 Id

Penis
envy
 Eros
 Latency stage
 Thanatos
 Genital stage
 Ego
 Collective unconscious
 Superego
 Archetypes
 erogenous zones
 Anima & animus
 Fixation
 Persona
 Oral stage
 Self
 Anal stage
 Shadow
 Anal retentive
 Extroversion vs. Introversion
 Anal expulsive
 Superiority vs. inferiority
 Phallic stage
 Inferiority complex
 Oedipus conflict
Advanced Placement Psychology
Mr. Landry
2011-2012
 Fictional finalisms
 Birth order
 Basic anxiety
 Neurotic
 Womb envy
 Projective tests
 self-actualization
 Unconditional positive
regard
 Condition of worth
 Somatotypes
 Endomorphs
 Mesomorphs
 Ectomorphs
 Traits
 Source traits
 Surface trait
 personality inventories
 five core trait dimensions
 Reciprocal determinism,
 Personal control
 External locus of control
 Internal locus of control
 Learned helplessness
 Type “A” personality
 Type “B” personality
 Self-serving bias
 Imaginary audience or
spotlight effect
 Personal fable
Defense Mechanism
Level 1 – Pathological
 Denial
 Distortion
Level 2 – Immature
 Projection
Level 3 – Neurotic
 Compensation
 Displacement
 Dissociation
 Intellectualization
 Passive Aggression
 Rationalization
 Repression
 Regression
 Reaction formation/
Overcompensation
Level 4 - Mature
 Altruism
 Anticipation
 Humor
 Identification
 Sublimination
 Suppression
People to know
 Sigmund Freud
 George Eman Vaillant
 Anna Freud
 Carl Jung
 Alfred Adler
 Karen Horney
 Henry Murray
 Abraham Maslow
 Carl Rogers
 William Sheldon
 Gordon Allport
 Raymond Cattell
 Hans & Sybil Eysenck
 Albert Bandura
 Martin Seligman
 P.T. Costa
 R.R. McCrae
Tests to know
 16PF/16 Personality Factor Questionnaire
 Eysenck Personality Questionnaire
 MMPI-2 (Minnesota Multiphasic Personality Inventory)
 Rorschach Test
 Thematic Appreciation Test (TAT)
Concepts to know
 What psychologists agree upon regarding personality
 What psychologists disagree upon regarding personality
 Major people and their theories for each perspective
 Childhood influences, fixed during childhood, stability vs. change, nature vs. nurture
 How different perspectives believe personality is formed and what the nature of personality is
 Three main unconscious motives for behavior: Biological (Freud – sexual & aggressive, plus Primary motives), Hedonistic, early
childhood events & interactions
 What the unconscious mind is
 Five levels of consciousness
 How we know what the unconscious contains (Dreams, Freudian slips, Free association)
 Freud’s Personality Structure (three systems that it is made up of, what each one does, how interaction influences personality)
 Know the resulting personality if one of the three systems is particularly weak or strong (I.e., strong id, strong ego, etc.)
 Two parts of the Id
 Freud’s Psychosexual Stages (know what each one is, the order that they occur, ages, the fixation of each, erogenous zone of
























each, what happens if a person gets stuck at that level [resulting personality], what causes people to become stuck at that level,
focus of each
Freud’s Defense mechanisms (what the purpose of them is [Satisfies id’s and superego’s urges, Deals with unpleasant or painful
memories, Deals with unpleasant or painful interactions with others]), what the main ones are, if given examples be able to
identify which defense mechanism is being described,
Major criticisms of Freud (Empirical issues, Subjectivity, Limited case study population, No children in studies, View of women
Why do we stills study Freud despite criticisms
Psychoanalytical approach after Freud (how they differed from Freud, how were they similar)
Anima & animus (is it all or nothing?)
Extroversion vs. Introversion (is it all or nothing?)
3 ways we relate to each other (Moving away from people, Moving toward people, Moving against people)
What are objective tests of the unconscious mind (Projective tests - Rorschach Inkblot & Thematic Apperception Test [TAT])
Why was the Humanistic Approach developed?
Criticisms of the humanistic approach (vague and highly subjective, Individualistic approach, Fails to appreciate human’s
capacity for evil)
How are some of the Humanistic Approaches similar to certain concepts regarding the Psychoanalytical Approach?
Does anyone actually read these? Just checking…
Criticisms of the Humanistic approach
What does the biological approach look at in terms on influencing our behavior (Genetics, Levels of cognitive arousal, Body
types)
Trait Theories Approach (What is it, How are traits different from personality/behavior, How are the different theories similar or
different from each other [how to trait theorists differ in their beliefs/are similar])
The Big Five Model (What theories does this relate to, Know the extremes of each dimension!, Know each of the five
dimensions, examples of each)
Social Cognitive Perspective (what it is, how it differs from the other approaches, how is it similar [are there similar concepts],
how does personality influence our environment, how does our environment influence our behavior?)
What is personal control, what are the two types of personal control?
What is learned helplessness (know Seligman’s experiments with the dogs)
Difference between Type “A” and Type “B” personalities
How does our self concept influence our personality?
How does culture and society influence our personality?
Individual view vs. collective view
Know the value contrast between individualism and collectivism
Bold-Faced Words (BFW’s)
You do need to know these for the test, even if they are not listed above.
 Collective unconscious
 Identification (how relates to  Projective tests
Oedipus Conflict &
 Collectivism
 Psychoanalysis
Electra Conflict)
 Defense mechanisms
 Psychosexual stages
 Individualism
 Displacement
 Rationalization
 Internal locus of control
 Ego
 Reaction
 Learned helplessness
formation/Overcompensati
 Empirically derived tests
 Oedipus conflict
on
 External locus of control
 Personal control
 Reciprocal determinism
 Fixation
 Personality
 Regression
 Free association
 personality inventories
 Repression
 Id
 Positive psychology
 Rorschach inkplot test
 Projection
 self-actualization
Vocabulary
Due the day of the test
1. Anal stage
2. Castration anxiety
3. Condition of worth
4. Electra conflict
5.
6.
7.
8.
Erogenous zones
Fictional finalisms
Genital stage
Hedonism
9.
10.
11.
12.
Latency stage
Neurotic
Oral stage
Phallic stage
 self-concept
 self-esteem
 Self-serving bias
 Social-Cognitive perspective
 Spotlight effect
 Superego
 Terror-management theory
 Thematic Apperception Test
(TAT)
 Traits
 Unconscious
 Unconditional positive regard
13. Type “A” personality
14. Type “B” personality
Unit XIV test question breakdown: Versions A & B
 Types of intelligence tests: Binet – background: 1, 5, 11, 71
 Definition & Background: definition: 2, 3
 Types of intelligence tests: Binet – definition: 4, 6 - 10
 Meaning of intelligence tests: 11
 Extremes in intelligence: gifted: 11, 13, 63
 Intelligence tests: validity: 12, 13
 Extremes in intelligence: severely impaired: 13
 Intelligence tests: The Flynn Effect: 14
 Types of intelligence tests: Wechsler Scale: 15
 Types of intelligence tests: Binet – calculating IQ: 16-18
 Definition & Background: reification: 19
 Single or Multiple Intelligence?: factor analysis: 20
 Theories of Single Intelligence: Spearman: 21-23
 Single Intelligence: Criticisms: 24
 Theories of Multiple Intelligence: Gardner: 25
 Theories of Multiple Intelligence: Practical intelligence: 26-27
 Theories of Multiple Intelligence: Guilford’s 3-factor structure
 Bias in intelligence testing: 68-69
 Stability and change: 70
of the intellect: 28
 Theories of Multiple Intelligence: E. Robert Sternberg’s
Triarchic Theory of Intelligence: 29 - 31
 Emotional Intelligence: background: 32, 34
 Emotional Intelligence: definition: 33, 35
 Intelligence & Creativity: 36, 37
 Intelligence & Creativity: Spearman’s five components of
intelligence: 38-39
 Biology and Intelligence: 40
 Assessing Intelligence: Background – achievement vs. aptitude:
41-44
 Principles of Tests Construction: Validity: 44, 47, 50, 57 - 59
 Principles of Tests Construction: General: 45
 Principles of Tests Construction: Standardization – Normal
Curve: 46, 52
 Principles of Tests Construction: Reliability: 48, 51, 53, 55, 56,
58, 59
 Principles of Tests Construction: Standardization: 49, 54
 Extremes in intelligence: mental retardation: 60
 Extremes in intelligence: Down Syndrome: 61
 Extremes in intelligence: Savant Syndrome: 62
 Genetic and environmental influences on intelligence: 64 - 67
Previous Lessons
 Storage: Three-stage processing: 72
 Storage: Sensory Memory: 73
 Storage: Long-term memory: 73
 Storage: Long-term memory (Implicit & Explicit Memory): 74
 Storage: Long-term memory (Implicit & Explicit Memory): 75
 Storage: Biological Aspects of Storage: 75
 Retrieval: Types of Retrieval: 76
 Retrieval: Priming: 77
 Thinking: concepts – prototypes: 78
 Thinking: concepts – assimilation & accommodation: 78
 Thinking: solving problems – methods of solving problems: 79,
80
 Thinking: obstacles to solving problems – mental set: 81
 Language: Words: 82
 Language: Structure: 83
 Motivation: theories: 84, 90, 99, 100
 Previous Units: Thinking – Methods of Making Decisions and
Forming Judgments: Framing Effect: 85
 Previous Units: Biology of Psychology – neurotransmitter: 86
 Previous Units: Sensation – Background Laws (Signal Detection
Theory): 87
 Previous Units: Sensation – Sense Processing Background
(transduction): 88
 Previous Units: Sensation – Vision (biology): 88
 Previous Units: Sensation – Sense Processing Background
(transduction): 89
 Previous Units: Sensation – Vision (biology): 89
 Previous Units: Sensation – Hearing (biology): 89
 Motivation - hunger: 91, 92
 Motivation – sex: 93, 94
 Emotion: theories: 95
 Emotion: polygraph: 96
 Emotion: Expressed Emotions – happiness (relative deprivation
principle): 97
 Emotion: Expressed Emotions – happiness (adaptation level
phenomenon): 98
 Psychological Perspectives: 100
Reading assignment due dates
Assignment
Topics covered
Due date
“A” Day
“B” Day
Reading/BFT (Unit XV: Personality)
575-582
Freud: Background, Three Systems,
Psychosexual Stages, Defense Mechanisms, &
Assessing the Unconscious
Wednesday,
March 7th
Thursday,
March 8th
Reading/BFT (Unit XV: Personality)
582-586
Modern Psychoanalytical approach
Friday, March
9th
Monday, March
12th
Reading/BFT (Unit XV: Personality)
586-599
Humanistic approach, trait perspective
Tuesday, March
13th
Wednesday,
March 14th
Reading/BFT (Unit XV: Personality)
600-617
Social-Cognitive perspective
Thursday,
March 15th
Friday, March
16th
Monday, March
19th
Tuesday, March
20th
Wednesday,
March 21st
Thursday,
March 22nd
Test & Vocab (Unit XV: Personality)
Reading/BFT (Unit XVI: Social
Psychology) 695 – 741 & chart
Social Psychology
Test & Vocab (Unit XVI: Social
Psychology)
Frequently Missed Questions from Unit XIII
Tuesday, March
27th
Wednesday,
March 28th
 The fact that many happy and well-adjusted adults were once rebellious and unhappy as adolescents is most relevant to the issue of:
 The heart begins to beat and the liver begins to make red blood cells during the ________ period of prenatal development.
 Infants first demonstrate a preference for their mother's voice over the voices of other women by the time they are ________ old.
 When placed close to a gauze breast pad from their nursing mothers, week-old babies are likely to:
 Four-year-old Karen can't remember anything of the first few months of her life. This is best explained by the fact that:
 Maturation is to our experience as ________ is to ________.
 Girls typically play in ________ groups than do boys and, during their teens, girls spend ________ time with friends than do boys.
 Compared with Americans 40 years ago, Americans today are likely to:
 Most Americans over 65 years of age believe that:
 Older people's capacity to learn and remember meaningful material does not decline as much as their capacity to learn and remember
meaningless material. This best illustrates the value of:
 Compared to middle-aged adults, adolescents express ________ levels of life satisfaction and the elderly express ________ levels of life
satisfaction.
 Authoritarian parents demonstrate ________ levels of parental control and ________ levels of parental responsiveness.
 Authoritative parents are likely to have children who:
 Lilianne is beginning to develop a fear of strangers and will reach for her mother when she sees someone who is unfamiliar. It is likely that
Lilianne has just:
 Instead of happily exploring the attractive toys located in the pediatrician's waiting room, little Sandra tenaciously clings to her mother's skirt.
Sandra most clearly shows signs of:
 Some mothers feed their infants when they show signs of hunger, whereas others fail to respond predictably to their infants' demands for
food. These different maternal feeding practices are most likely to contribute to differences in infant:
 Three-year-old Angela has a history of being securely attached to her mother. It is most likely that Angela is:
 Piaget was convinced that the mind of a child:
 Nageeb thought all nurses were young females until a middle-aged male nurse took care of him. Nageeb's altered conception of a “nurse”
illustrates the process of:
 When Tommy's mother hides his favorite toy under a blanket, he acts as though it no longer exists and makes no attempt to retrieve it.
Tommy is clearly in Piaget's ________ stage.
 After Little Billy had seen a platypus for the first time, he asked his father who invented the platypus. According to Piaget, Billy is
displaying:
 What explains best why Little Billy believes that cars are alive and that someone built platypuses?
 Mrs. Pearson cut Judy's hot dog into eight pieces and Sylvia's into six pieces. Sylvia cried because she felt she wasn't getting as much hot dog
as Judy. Piaget would say that Sylvia doesn't understand the principle of:
 Which level is Sylvia at?
 Four-year-olds are not completely egocentric and 5-year-olds can exhibit some understanding of conservation. This indicates that Piaget may
have underestimated the:
 Despite huge legal costs and social disapproval, Mr. Lambers refuses to pay income taxes because his conscience will not allow him to
support a government that spends billions of dollars on military weapons. Mr. Lambers' reasoning best illustrates Kohlberg's ________
stage.
 Kohlberg emphasized that human behavior becomes less selfish and more moral as we mature due to:
 Rose Parks and Martin Luther King, Jr., who broke laws that they believed to be wrong to show the unjustness of those laws would be at this
level of Kohlberg’s Moral Ladder?
 According to Erikson, adolescence is to identity as middle adulthood is to:
 Abner, a 70-year-old retired teacher, feels that his life has not been of any real value or significance. According to Erikson, Abner has failed to
achieve a sense of:
 Branden is so apathetic about his occupational future that within two years of his high school graduation he had already been fired by four
different employers. According to Erikson, Branden best illustrates:
 Psychologist who studied parenting styles and their effect on attachment and self-concept.
 Studies of monkeys raised with artificial mothers suggest that mother-infant emotional bonds result primarily from mothers providing infants
with:
 Psychologist who studied how type of parenting effects how attachments are formed; performed the “strange situation” design to research this
concept.