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Chapter 13
Definitional and Application
Slides
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A parent says that his ab!si$e p!nish%ent of his child is
&for the child's o(n good,) tho!gh it is really beca!se theparent cannot control his aggressi$e i%p!lses# *re!d (o!ld
be %ost li+ely to say that this ill!strates the defense
%echanis% called
1# S!bli%ation#
2# Denial#
3# -ationali.ation#
/# -epression#
13#2
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A parent says that his ab!si$e p!nish%ent of his child is
&for the childs o(n good,) tho!gh it is really beca!se theparent cannot control his aggressi$e i%p!lses# *re!d (o!ld
be %ost li+ely to say that this ill!strates the defense
%echanis% called
1# S!bli%ation#
2# Denial#
3. Rationalization# p# 504
/# -epression#
13#2
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A boy (ho p!shes his little sister off her bicycle cannot
re%e%ber h!rting her (hen as+ed abo!t it later# 6his
ill!strates the *re!dian defense %echanis% +no(n as
1# Denial#
2# Pro7ection#
3# -epression#
/# -eaction for%ation#
13#2
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A boy (ho p!shes his little sister off her bicycle cannot
re%e%ber h!rting her (hen as+ed abo!t it later# 6his
ill!strates the *re!dian defense %echanis% +no(n as
1# Denial#
2# Pro7ection#
3. Repression. p# 504
/# -eaction for%ation#
13#2
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6he di$ision of the %ind that is $ery si%ilar to short ter%
%e%ory in that it contains all the infor%ation a person is
c!rrently !sing and of (hich she or he is a(are is called the
1# Conscio!s#2# Preconscio!s#
3# nconscio!s#
/# Conscience#
5# S!bconscio!s#
13#2
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6he di$ision of the %ind that is $ery si%ilar to short ter%
%e%ory in that it contains all the infor%ation a person is
c!rrently !sing and of (hich she or he is a(are is called the
1. Conscious. p# 50/2# Preconscio!s#
3# nconscio!s#
/# Conscience#
5# S!bconscio!s#
13#2
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A person (ho e:periences great h!nger decides to 7!st
p!sh people o!t of the (ay in the line at a grocery store#
;hich personality str!ct!re do%inated this persons
beha$ior<
1# go ideal
2# S!perego
3# "d
/# Conscience5# ibido
13#2
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A person (ho e:periences great h!nger decides to 7!st
p!sh people o!t of the (ay in the line at a grocery store#
;hich personality str!ct!re do%inated this persons
beha$ior<
1# go ideal
2# S!perego
3. Id p# 50/
/# Conscience5# ibido
13#2
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According to *re!d, fi:ation is %ost li+ely to occ!r (hen
children
1#Deny or distort reality as an !nconscio!s %ethod of
%ini%i.ing an:iety#
2#-ecei$e too %!ch or too little gratification d!ring an earlystage of de$elop%ent#
3#Spend too %!ch ti%e concentrating on friends of the
sa%e se: and school(or+#
/#>eco%e fascinated (ith the body and play (ith their o(nse: organs#
13#2
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According to *re!d, fi:ation is %ost li+ely to occ!r (hen
children
1#Deny or distort reality as an !nconscio!s %ethod of
%ini%i.ing an:iety#
2.Receive too much or too little gratification during anearly stage of development# p# 509
3#Spend too %!ch ti%e concentrating on friends of the
sa%e se: and school(or+#
/#>eco%e fascinated (ith the body and play (ith their o(nse: organs#
13#2
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6he tendency for yo!ng children to beco%e se:!ally
attracted to the parent of the opposite se: and hostileto(ard the parent of the sa%e se: (as referred to by *re!d
as
1# 6he edip!s co%ple:#
2# "dentification#
3# -esistance#
/# *i:ation#
13#2
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6he tendency for yo!ng children to beco%e se:!ally
attracted to the parent of the opposite se: and hostileto(ard the parent of the sa%e se: (as referred to by *re!d
as
1. The Oedipus complex. p# 509
2# "dentification#
3# -esistance#
/# *i:ation#
13#2
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>ased on *re!d's $ie( of personality, parents (ho re(ard
their children for good beha$ior and p!nish the% for badbeha$ior help their children to de$elop the
1# Defense %echanis%s#
2# "d#
3# S!perego#
/# go#
13#2
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>ased on *re!d's $ie( of personality, parents (ho re(ard
their children for good beha$ior and p!nish the% for badbeha$ior help their children to de$elop the
1# Defense %echanis%s#
2# "d#
3. uperego. p# 505
/# go#
13#2
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According to *re!d, d!ring (hat stage of personality
de$elop%ent do %ost children identify (ith the sa%e se:
parent as a %eans of helping to de$elop appropriate
!nderstanding of gender roles<
1# ral
2# Anal
3# Phallic
/# atency5# ?enital
13#2
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According to *re!d, d!ring (hat stage of personality
de$elop%ent do %ost children identify (ith the sa%e se:
parent as a %eans of helping to de$elop appropriate
!nderstanding of gender roles<
1# ral
2# Anal
3. !hallic p# 509
/# atency5# ?enital
13#2
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6he @eo*re!dians e#g#, B!ng, orney disagreed (ith all
of the follo(ing ideas of *re!ds psychoanalysis CP6
1# A great e%phasis on se:!ality in personality
de$elop%ent#
2# 6he !nconscio!s as part of the %ind that stores si%ple
an:ieties and se:!al and aggressi$e !rges#
3# 6he idea that (o%en are inferior to %en, de$eloping
feelings s!ch as penis en$y#
/# ittle e%phasis on the infl!ence of social relationships
on personality de$elop%ent#
5# 6he !se of defense %echanis%s to %as+ an:iety#
13#3
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6he @eo*re!dians e#g#, B!ng, orney disagreed (ith all
of the follo(ing ideas of *re!ds psychoanalysis CP6
1# ?reat e%phasis on se:!ality in personality
de$elop%ent#
2# 6he !nconscio!s as part of the %ind that stores si%ple
an:ieties and se:!al and aggressi$e !rges#
3# 6he idea that (o%en are inferior to %en, de$eloping
feelings s!ch as penis en$y#
/# ittle e%phasis on the infl!ence of social relationships
on personality de$elop%ent#
". The use of defense mechanisms to mas# anxiety.
p# 508
13#3
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According to the strictest beha$iorist $ie(, personality
de$elop%ent is infl!enced pri%arily by
1# Selfefficacy#
2# -eciprocal deter%inis%#3# abits#
/# Selfconcept#
5# Cogniti$e processes#
13#/
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According to the strictest beha$iorist $ie(, personality
de$elop%ent is infl!enced pri%arily by
1# Selfefficacy#
2# -eciprocal deter%inis%#3. $a%its. p# 512
/# Selfconcept#
5# Cogniti$e processes#
13#/
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Bessica has e:perienced %any s!ccesses playing
bas+etball, and her co%petence is ac+no(ledged by others#
@onetheless, she has a lo( assess%ent of her bas+etball
abilities# She is %ost li+ely to
1# a$e $ery high selfefficacy#
2# a$e $ery lo( selfefficacy#
3# a$e %oderate selfefficacy#
/# :pect no f!t!re s!ccess in bas+etball#
5# A$oid playing bas+etball again in the f!t!re#
13#/
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Bessica has e:perienced %any s!ccesses playing
bas+etball, and her co%petence is ac+no(ledged by others#
@onetheless, she has a lo( assess%ent of her bas+etball
abilities# She is %ost li+ely to
1# a$e $ery high selfefficacy#
2# a$e $ery lo( selfefficacy#
3. $ave moderate self&efficacy. p# 512
/# :pect no f!t!re s!ccess in bas+etball#
5# A$oid playing bas+etball again in the f!t!re#
13#/
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>illys parents sho( hi% lo$e and affection (hen he
brings ho%e a report card (ith straight As# ;hen he doesnot recei$e straight As in school, his parents beco%e
distant and cold# "t is li+ely that >illy is e:periencing
1# Conditional positi$e regard#
2# nconditional positi$e regard#
3# Selfact!ali.ation#
/# Eis%atch bet(een real self and ideal self#5# *!ll f!nctioning#
13#5
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>illys parents sho( hi% lo$e and affection (hen he
brings ho%e a report card (ith straight As# ;hen he doesnot recei$e straight As in school, his parents beco%e
distant and cold# "t is li+ely that >illy is e:periencing
1. Conditional positive regard. p# 515
2# nconditional positi$e regard#
3# Selfact!ali.ation#
/# Eis%atch bet(een real self and ideal self#5# *!ll f!nctioning#
13#5
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;hich of the follo(ing state%ents abo!t trait theories is
*AS<
1# 6hey can be !sed to describe beha$ior#
2# 6hey can be !sed to predict beha$ior#
3# 6hey can be !sed to e:plain beha$ior#
/# 6raits in$ol$e consistent, end!ring (ays of thin+ing,
feeling, and beha$ing#
5# 6rait theories are not $ery concerned (ith changing an
indi$id!als personality#
13#4
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;hich of the follo(ing state%ents abo!t trait theories is
*AS<
1# 6hey can be !sed to describe beha$ior#
2# 6hey can be !sed to predict beha$ior#
3. They can %e used to explain %ehavior. p# 518
/# 6raits in$ol$e consistent, end!ring (ays of thin+ing,
feeling, and beha$ing#
5# 6rait theories are not $ery concerned (ith changing an
indi$id!als personality#
13#4
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Organized , reliable, neat , and ambitious are all FFFFFFFFF
traits of the %ore basic trait of conscientio!sness#
1# so!rce
2# s!rface3# te%pera%ent
/# cardinal
5# character
13#4
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Organized , reliable, neat , and ambitious are all FFFFFFFFF
traits of the %ore basic trait of conscientio!sness#
1# so!rce
2. surface p# 5183# te%pera%ent
/# cardinal
5# character
13#4
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;hich of the follo(ing >ig *i$e personality traits is
associated (ith traits s!ch as good natured , trusting , and
helpful <
1# penness2# Agreeableness
3# @e!roticis%
/# Conscio!sness
5# :tra$ersion
13#4
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;hich of the follo(ing >ig *i$e personality traits is
associated (ith traits s!ch as good natured , trusting , and
helpful <
1# penness2. 'greea%leness p# 520
3# @e!roticis%
/# Conscio!sness
5# :tra$ersion
13#4
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6(in st!dies e:a%ining the infl!ence of biology on
personality s!ggest that personality traits ha$e a heritability
of
1# 2550G#2# 510G#
3# 95=0G#
/# =5==G#
5# 0/G#
13#9
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6(in st!dies e:a%ining the infl!ence of biology on
personality s!ggest that personality traits ha$e a heritability
of
1. 2"&"(G# p# 5152# 510G#
3# 95=0G#
/# =5==G#
5# 0/G#
13#9
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;hich of the follo(ing is @6 one of ofstedes
di%ensions of c!lt!ral personality<
1# "ndi$id!alis%Hcollecti$is%
2# Po(er distance3# Easc!linityHfe%ininity
/# ncertainty a$oidance
5# ni$ersal rit!als
13#9
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;hich of the follo(ing is @6 one of ofstedes
di%ensions of c!lt!ral personality<
1# "ndi$id!alis%Hcollecti$is%
2# Po(er distance3# Easc!linityHfe%ininity
/# ncertainty a$oidance
". )niversal rituals p# 515514
13#9
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"n a 7ob inter$ie(, Bac+ accidentally st!%bles o$er a chair
as he approaches his potential e%ployer to sha+e his hand#
*ro% that point on, the e%ployer percei$es e$erything that
Bac+ says as e$idence to s!ggest that he is cl!%sy and
careless# 6his is an e:a%ple of
1# 6he halo effect#
2# Pro7ection#
3# 6he s!b7ecti$ity of inter$ie( %ethods#/# 6he social desirability bias#
5# 6he effect of the inter$ie(ers belief syste%s or
pre7!dices#
13#8
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"n a 7ob inter$ie(, Bac+ accidentally st!%bles o$er a chair
as he approaches his potential e%ployer to sha+e his hand#
*ro% that point on, the e%ployer percei$es e$erything that
Bac+ says as e$idence to s!ggest that he is cl!%sy and
careless# 6his is an e:a%ple of
1. The halo effect p# 524
2# Pro7ection#
3# 6he s!b7ecti$ity of inter$ie( %ethods#/# 6he social desirability bias#
5# 6he effect of the inter$ie(ers belief syste%s or
pre7!dices#
13#8
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;hich of the follo(ing %ethods (o!ld %ost li+ely be !sed
by a psychoanalyst to assess personality<
1# Pro7ecti$e test
2# "nter$ie(3# Direct obser$ation
/# "n$entory
5# Case st!dy
13#8
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;hich of the follo(ing %ethods (o!ld %ost li+ely be !sed
by a psychoanalyst to assess personality<
1. !ro*ective test p# 524
2# "nter$ie(3# Direct obser$ation
/# "n$entory
5# Case st!dy
13#8
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;hich personality test is %ost concerned (ith assessing
abnor%alities in personality<
1# Ieirsey 6e%pera%ent Sorter
2# Eyers>riggs "n$entory3# EEP"2
/# >ig *i$e Personality "n$entory
5# ysenc+ Personality J!estionnaire
13#8
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;hich personality test is %ost concerned (ith assessing
abnor%alities in personality<
1# Ieirsey 6e%pera%ent Sorter
2# Eyers>riggs "n$entory3. ++!I&2 p# 52=
/# >ig *i$e Personality "n$entory
5# ysenc+ Personality J!estionnaire
13#8
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Critical 6hin+ing K St!dent
pinion Slides
/2
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;hich is correct<
Si%ilar !pbringings lead to si%ilarities in
childrens personalities#
A# 6r!e># *alse
/3
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;hich is correct<
Si%ilar !pbringings lead to si%ilarities in
childrens personalities#
A# 6r!e
,. -alse
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;hich is correct<
"n+blot tests are good indicators of
!nderlying personality traits#
A# 6r!e
># *alse
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;hich is correct<
"n+blot tests are good indicators of
!nderlying personality traits#
A# 6r!e
,. -alse
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;hich is correct<
*re!d belie$ed that se: (as the only
i%portant dri$e in personality#
A# 6r!e
># *alse
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;hich is correct<
*re!d belie$ed that se: (as the only
i%portant dri$e in personality#
A# 6r!e
,. -alse
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A# at off the first plate that yo! see#
># ;ait to b!y yo!r o(n food
Consider the follo(ing# ;hat (o!ld
yo! do<
Lo! are $ery h!ngry# Lo! go to the st!dent
center and
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A# 6ry to fig!re o!t a (ay to cheat#
># 6ry to %a+e ti%e to st!dy#
Consider the follo(ing# ;hat (o!ld
yo! do<
Lo! ha$e a big e:a% co%ing !p, and yo!
dont ha$e eno!gh ti%e to st!dy# Lo!
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A# "%%ediately screa% at herHhi%#
># 6ry to tal+ to herHhi% to e:plainyo!r feelings#
Consider the follo(ing# ;hat (o!ld
yo! do<
Lo! are $ery angry at yo!r friend# Lo!
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A# nce#
># 6(ice
C# 6hree ti%es#
D# n all of the%#
@o( ans(er the follo(ing
n the pre$io!s three M!estions, "ans(ered &A) id
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