Cicc4e 13-Final Crs

52
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Chapter 13

Definitional and Application

Slides

1Copyright ©2015, 2012, 2008 by Pearson d!cation, "nc# All rights reser$ed#

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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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