2.  Your unique way of thinking, feeling, and acting.

4.  Thoughts, desires, feelings, and memories that are memories that are not consciously available to you but that nonetheless shape your behavior.

6.  Unconscious part of your mind that contains the basic drives fro reproduction, survival, and aggression.  Pleasure Principle (infants represent the purest form of this, because they cry if there needs are not immediately satisfied.)

7.  The part of your mind that balances the demands of id, superego and reality.  Decision-making part of your personality that satisfies id impulses in socially acceptable ways.  Partly conscious and partly unconscious.

8.  The part of your mind that counterbalances the more primitive demands of the id.  Develops later in childhood  Has several personality duties › Makes sure the ego acts morally › Makes you feel guilty when you do wrong › Makes you feel proud when you do right.

9.  The egos’ way of keeping threatening and unacceptable material out of consciousness and thereby reducing anxiety.  Repression  Rationalization  Reaction formation  Displacement  Projection  Regression

10.  In Jung’s personality theory, the part of the unconscious mind containing inherited memories shared by all human beings.  That is why books like Harry Potter are so popular it reminds us of a hero that overcomes incredibly difficulties to save the world.

11.  Focus more attention to their inner world and tend to be hesitant and cautious when interacting with people.

13.  Are more focused on the external world and tend to be confident and socially outgoing.

15.  1- Unconscious process shape human behavior.  2-Childhood experiences shape adult personality  3- learning to control and redirect impulses is critical for healthy development.

17.  Carl Rodgers believed that people are basically good.

18.  Abraham Maslow was interested in people’s ability to reach their full potential.

19.  A fleeting but intense moment when you feel happy, absorbed, and extremely capable.

20. Read Closer look on page 314

21.  Explain the Trait Theory of personality and indentify the 5 traits in the 5 factor model  Describe how the social-cognitive perspective explains personality development.  Explain how biology shapes personality development

22.  A descriptive approach to personality that identifies stable behavior patterns that a person displays over time and across situations.

23.  A relatively stable tendency to behave in a particular way across variety of situations.  Traits are viewed as building blocks of personality.  Your personality consists of a number of traits.

24.  from personality-testing.info  courtesy ipip.ori.org

25.  This is a personality test, it will help you understand why you act the way that you do and how your  personality is structured. Please follow the instructions below, scoring and results are on the next page.

26.  In the table below, for each statement 1- 50 mark how much you agree with on the scale 1-5, where  1=disagree, 2=slightly disagree, 3=neutral, 4=slightly agree and 5=agree, in the box to the left of it.

27.  1-Am the life of the party  2- feel little concern for others  3- am always prepared  4-get stressed out easily  5- Have rich vocabulary  6- Don’t talk a lot  7-Am interested in people  8- Leave my Belongings around  9- am relaxed most of the time  10- Have a difficulty understanding abstract ideas

28.  11- Feel comfortable around people  12- Insult people  13- pay attention to details  14- Worry about things  15-Have a vivid imagination  16- Keep in the Background  17- Sympathize with others feelings  18- Make a mess of things  19- Seldom Feel blue  20-Am not interested in abstract ideas

29.  21- Start conversations  22- Am not interested in other peoples problems  23- Get chores done right away  24- Am easily disturbed  25-Have excellent ideas  26-Have little to say  27- Have a soft heart  28- Often forget to put things back in their proper place  29- Get upset easily  30- Do not have a good imagination

30.  31- Talk to a lot of different people at parties  32- Am not really interested in others  33- Like order  34- Change my mood a lot  35- Am quick to understand things  36- Don’t like to draw attention to myself  37- take time out for others  38- Shirk my duties  39- Have frequent mood swings  40- Use difficult words

31.  41- Don’t mind being the center of attention  42- Feel others emotions  43- Follow a schedule  44- Get intimated easy  45- Spend time reflecting on things  46- Am quiet around strangers  47- Make people feel at ease  48- Am exacting in my work  49- Often feel blue  50- Am full of ideas

32.  E = 20 + (1) ___ - (6) ___ + (11) ___ - (16) ___ + (21) ___ - (26) ___ + (31) ___ - (36) ___ + (41) ___ - (46) ___ = _____  A = 14 - (2) ___ + (7) ___ - (12) ___ + (17) ___ - (22) ___ + (27) ___ - (32) ___ + (37) ___ + (42) ___ + (47) ___ = _____

33.  C = 14 + (3) ___ - (8) ___ + (13) ___ - (18) ___ + (23) ___ - (28) ___ + (33) ___ - (38) ___ + (43) ___ + (48) ___ = _____  N = 38 - (4) ___ + (9) ___ - (14) ___ + (19) ___ - (24) ___ - (29) ___ - (34) ___ - (39) ___ - (44) ___ - (49) ___ = _____  O = 8 + (5) ___ - (10) ___ + (15) ___ - (20) ___ + (25) ___ - (30) ___ + (35) ___ + (40) ___ + (45) ___ + (50) ___ = _____

34.  Extroversion (E) is the personality trait of seeking fulfillment from sources outside the self or in community. High scorers tend to be very social while low scorers prefer to work on their projects alone.

35.  Agreeableness (A) reflects much individuals adjust their behavior to suit others. High scorers are typically polite and like people. Low scorers tend to 'tell it like it is'.

36.  Conscientiousness (C) is the personality trait of being honest and hardworking. High scorers tend to follow rules and prefer clean homes. Low scorers may be messy and cheat others.

37.  Neuroticism (N) is the personality trait of being emotional.

38.  Openness to Experience (O) is the personality trait of seeking new experience and intellectual pursuits. High scores may day dream a lot. Low scorers may be very down to earth.

39.  Allows researchers to identify clusters of traits that are related to one another.  For example people who describe themselves as outgoing also describe themselves as talkative, active, and optimistic about the future.  You can cluster personality traits together.

40.  A trait theory asserting that personality consists of five basic traits (openness to experience, conscientiousness, extroversion, agreeableness, and neuroticism.)

41.  You are adventurous-constantly searching out new ways to do things.  You are sensitive and passionate, with childlike wonder at the world.  If you score low you tend to be hardworking, loyal, and down-to-earth.  You are proud of your traditional values and feel these qualities are desirable.

42.  Your willingness to conform to others expectations and follow through on what you agreed to do.  Well organized, dependable, hardworking, and ambitious.  If you score low you are the opposite unorganized, lazy, undependable.  If you score high as a teenager you are most likely thinking about planning your future.

43.  Seek and enjoy other peoples company.  You tend to be confident, energetic, bold, and optimistic.  You handle social situations with ease and grace.  Have good social skills, are confident, and have a take-charge attitude.  If you score low you are a introvert you tend to be shy, quiet, and reserved.  Others might find it difficult to get to know you.

44.  Is a personality trait that ranges from friendliness to hostility.  If you rate high you tend to be good- natured, softhearted, courteous, and sympathetic.  Score low irritable, ruthless, rude, and tough-minded.

45.  Are negative emotions.  This personality trait describes hoe people differ in terms of being anxious, high-strung, insecure, and self-pitying verses relaxed, calm, secure, and content.

47.  Personality theory that examines how people analyze and use information about themselves and about others.

48.  The social-cognitive belief that your personality emerges from an ongoing mutual interaction among your cognitions and actions, and your environment.

49.  Your belief about your ability to perform behaviors that should bring about desired outcome.

50.  Read and explain on page 321  Do you Agree or Disagree

51.  The degree to which you expect that what happens to you in life depends on your own actions and personal qualities verses factors beyond your control.

52.  Look at 335 for scoring.

53.  Psychoanalytic  Humanistic  Trait  Social-Cognitive

54.  Read together page 323

55.  Describe projective personality tests.  Explain how objective personality tests differ from projective tests.

56.  A psychological test that asks you to respond to ambiguous stimuli in ways that reveal your unconscious motives and desires.  The most popular test is the Rorschach Inkblot test.

57.  The tester and subject typically sit next to each other at a table, with the tester slightly behind the subject. [23] This is to facilitate a "relaxed but controlled atmosphere". There are ten official inkblots, each printed on a separate white card, approximately 18x24 cm in size. [24] Each of the blots has near perfect bilateral symmetry. Five inkblots are of black ink, two are of black and red ink and three are multicolored, on a white background. [25][26][27] After the test subject has seen and responded to all of the inkblots (free association phase), the tester then presents them again one at a time in a set sequence for the subject to study: the subject is asked to note where he sees what he originally saw and what makes it look like that (inquiry phase). The subject is usually asked to hold the cards and may rotate them. Whether the cards are rotated, and other related factors such as whether permission to rotate them is asked, may expose personality traits and normally contributes to the assessment. [28] As the subject is examining the inkblots, the psychologist writes down everything the subject says or does, no matter how trivial. Analysis of responses is recorded by the test administrator using a tabulation and scoring sheet and, if required, a separate location chart. [23] [23] [24]bilateral symmetry [25][26][27] [28] [23]

58.  The general goal of the test is to provide data about cognition and personality variables such as motivations, response tendencies, cognitive operations, affectivity, and personal/interpersonal perceptions. The underlying assumption is that an individual will class external stimuli based on person- specific perceptual sets, and including needs, base motives, conflicts, and that this clustering process is representative of the process used in real-life situations. [29] Methods of interpretation differ. Rorschach scoring systems have been described as a system of pegs on which to hang one's knowledge of personality. [30] The most widely used method in the United States is based on the work of Exnercognitionpersonalitymotivationsaffectivityperceptions needsbase motivesconflicts [29] [30]

59.  Administration of the test to a group of subjects, by means of projected images, has also occasionally been performed, but mainly for research rather than diagnostic purposes. [23] [23]  Test administration is not to be confused with test interpretation:  "The interpretation of a Rorschach record is a complex process. It requires a wealth of knowledge concerning personality dynamics generally as well as considerable experience with the Rorschach method specifically. Proficiency as a Rorschach administrator can be gained within a few months. However, even those who are able and qualified to become Rorschach interpreters usually remain in a "learning stage" for a number of years." [23] [23]

60.  Features or categories  The interpretation of the Rorschach test is not based primarily on the contents of the response, i.e., what the individual sees in the inkblot (the content). In fact, the contents of the response are only a comparatively small portion of a broader cluster of variables that are used to interpret the Rorschach data: for instance, information is provided by the time taken before providing a response for a card can be significant (taking a long time can indicate "shock" on the card). [31] as well as by any comments the subject may make in addition to providing a direct response. [32] [31] [32]  In particular, information about determinants (the aspects of the inkblots that triggered the response, such as form and color) and location (which details of the inkblots triggered the response) is often considered more important than content, although there is contrasting evidence. [33][34] "Popularity" and "originality" of responses [35] can also be considered as basic dimensions in the analysis. [36 [33][34] [35] [36

62.  Beck: two humans  Piotrowski: four-legged animal (34%, gray parts)  Dana (France): animal: dog, elephant, bear (50%, gray)  The red details of card II are often seen as blood, and are the most distinctive features. Responses to them can provide indications about how a subject is likely to manage feelings of anger or physical harm. This card can induce a variety of sexual responses.

64.  Beck: bat, butterfly, moth  Piotrowski: bat (53%), butterfly (29%)  Dana (France): butterfly (39%)  When seeing card I, subjects often inquire on how they should proceed, and questions on what they are allowed to do with the card (e.g. turning it) are not very significant. Being the first card, it can provide clues about how subjects tackle a new and stressful task. It is not, however, a card that is usually difficult for the subject to handle, having readily available popular responses.

65.  A test in which you “project” your inner feelings and motives through the stories you make up about pictures.

66.  A personality test that asks direct, clearly understood questions about your conscious thoughts, feelings, and behavior.  Usually can be given in large groups true/false and or multiple questions.

67.  An objective personality test consisting of true or false questions that measure various personality dimensions and clinical conditions such as depression.  Table 11-4