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PRS Slides for Power. Point Chap 11 Theories of Personality and Intelligence Copyright © PRS Slides for Power. Point Chap 11 Theories of Personality and Intelligence Copyright © Pearson Education, 2010

Definitional and Application Slides Copyright © Pearson Education, 2010 2 Definitional and Application Slides Copyright © Pearson Education, 2010 2

LO 11. 2 The division of the mind that is very similar to short LO 11. 2 The division of the mind that is very similar to short term memory in that it contains all the information a person is currently using and aware of is called: 1. 2. 3. 4. 5. Conscious Preconscious Unconscious Conscience Subconscious 3 Copyright © 2010, Pearson Education

LO 11. 2 The division of the mind that is very similar to short LO 11. 2 The division of the mind that is very similar to short term memory in that it contains all the information a person is currently using and aware of is called: 1. 2. 3. 4. 5. Conscious (p. 385) Preconscious Unconscious Conscience Subconscious 4 Copyright © 2010, Pearson Education

LO 11. 2 A person who experiences great hunger decides to just push people LO 11. 2 A person who experiences great hunger decides to just push people out of the way on the line to a grocery store. Which personality structure dominated the behavior of this person? 1. 2. 3. 4. 5. Ego ideal Superego Id Conscience Libido 5 Copyright © 2010, Pearson Education

LO 11. 2 A person who experiences great hunger decides to just push people LO 11. 2 A person who experiences great hunger decides to just push people out of the way on the line to a grocery store. Which personality structure dominated the behavior of this person? 1. 2. 3. 4. 5. Ego ideal Superego Id (p. 386) Conscience Libido 6 Copyright © 2010, Pearson Education

LO 11. 2 According to Freud, during what stage of personality development do most LO 11. 2 According to Freud, during what stage of personality development do most children identify with the same sex parent as a means of helping to develop appropriate understanding of gender roles? 1. 2. 3. 4. 5. Oral Anal Phallic Latency Genital 7 Copyright © 2010, Pearson Education

LO 11. 2 According to Freud, during what stage of personality development do most LO 11. 2 According to Freud, during what stage of personality development do most children identify with the same sex parent as a means of helping to develop appropriate understanding of gender roles? 1. 2. 3. 4. 5. Oral Anal Phallic (pp. 389 -390) Latency Genital 8 Copyright © 2010, Pearson Education

LO 11. 2 A student who is secretly obsessed with pornography starts up an LO 11. 2 A student who is secretly obsessed with pornography starts up an anti-pornography campaign at his college. This is an example of what Freudian defense mechanism? 1. 2. 3. 4. 5. Displacement Projection Reaction formation Identification Compensation 9 Copyright © 2010, Pearson Education

LO 11. 2 A student who is secretly obsessed with pornography starts up an LO 11. 2 A student who is secretly obsessed with pornography starts up an anti-pornography campaign at his college. This is an example of what Freudian defense mechanism? 1. 2. 3. 4. 5. Displacement Projection Reaction formation (p. 387, Table 11. 1) Identification Compensation 10 Copyright © 2010, Pearson Education

LO 11. 3 The Neo-Freudians (e. g. , Jung, Horney) disagreed with all of LO 11. 3 The Neo-Freudians (e. g. , Jung, Horney) disagreed with all of the following ideas of Freud’s psychoanalysis EXCEPT: 1. 2. 3. 4. 5. Great emphasis on sexuality in personality development The unconscious as part of the mind that stores simple anxieties and sexual and aggressive urges The idea that women are inferior to men, developing feelings such as penis envy Little emphasis on the influence of social relationships on personality development The use of defense mechanisms to mask anxiety 11 Copyright © 2010, Pearson Education

LO 11. 3 The Neo-Freudians (e. g. , Jung, Horney) disagreed with all of LO 11. 3 The Neo-Freudians (e. g. , Jung, Horney) disagreed with all of the following ideas of Freud’s psychoanalysis EXCEPT: 1. 2. 3. 4. 5. Great emphasis on sexuality in personality development The unconscious as part of the mind that stores simple anxieties and sexual and aggressive urges The idea that women are inferior to men, developing feelings such as penis envy Little emphasis on the influence of social relationships on personality development The use of defense mechanisms to mask anxiety (pp. 390 -392) 12 Copyright © 2010, Pearson Education

LO 11. 5 According to the strictest behaviorist view, personality development is influenced primarily LO 11. 5 According to the strictest behaviorist view, personality development is influenced primarily by _______. 1. 2. 3. 4. 5. self-efficacy reciprocal determinism habits self-concept cognitive processes 13 Copyright © 2010, Pearson Education

LO 11. 5 According to the strictest behaviorist view, personality development is influenced primarily LO 11. 5 According to the strictest behaviorist view, personality development is influenced primarily by _______. 1. 2. 3. 4. 5. self-efficacy reciprocal determinism habits (p. 394) self-concept cognitive processes 14 Copyright © 2010, Pearson Education

LO 11. 5 Jessica has experienced many successes in playing basketball and is encouraged LO 11. 5 Jessica has experienced many successes in playing basketball and is encouraged by others of her competence; however, she has a low assessment of her basketball abilities. She is most likely to: 1. 2. 3. 4. 5. Have very high self-efficacy Have very low self-efficacy Have moderate self-efficacy Never expect to succeed in basketball in the future Avoid playing basketball again in the future 15 Copyright © 2010, Pearson Education

LO 11. 5 Jessica has experienced many successes in playing basketball and is encouraged LO 11. 5 Jessica has experienced many successes in playing basketball and is encouraged by others of her competence; however, she has a low assessment of her basketball abilities. She is most likely to: 1. 2. 3. 4. 5. Have very high self-efficacy Have very low self-efficacy Have moderate self-efficacy (p. 395) Never expect to succeed in basketball in the future Avoid playing basketball again in the future 16 Copyright © 2010, Pearson Education

LO 11. 6 Billy’s parents show him love and affection when he brings home LO 11. 6 Billy’s parents show him love and affection when he brings home a report card with straight As. When he does not receive straight As in school, his parents become distant and cold. It is likely that Billy is experiencing ____________. 1. 2. 3. 4. 5. conditional positive regard unconditional positive regard self-actualization mismatch between real self and ideal self full functioning 17 Copyright © 2010, Pearson Education

LO 11. 6 Billy’s parents show him love and affection when he brings home LO 11. 6 Billy’s parents show him love and affection when he brings home a report card with straight As. When he does not receive straight As in school, his parents become distant and cold. It is likely that Billy is experiencing ____________. 1. 2. 3. 4. 5. conditional positive regard (p. 397) unconditional positive regard self-actualization mismatch between real self and ideal self full functioning 18 Copyright © 2010, Pearson Education

LO 11. 7 Which of the following statements about trait theories is FALSE? 1. LO 11. 7 Which of the following statements about trait theories is FALSE? 1. 2. 3. 4. 5. They can be used to describe behavior. They can be used to predict behavior. They can be used to explain behavior. Traits involve consistent, enduring ways of thinking, feeling, and behaving. They are not very concerned with changing an individual’s personality. 19 Copyright © 2010, Pearson Education

LO 11. 7 Which of the following statements about trait theories is FALSE? 1. LO 11. 7 Which of the following statements about trait theories is FALSE? 1. 2. 3. 4. 5. They can be used to describe behavior. They can be used to predict behavior. They can be used to explain behavior. (p. 398) Traits involve consistent, enduring ways of thinking, feeling, and behaving. They are not very concerned with changing an individual’s personality. 20 Copyright © 2010, Pearson Education

LO 11. 7 Which of the following Big Five personality traits is associated with LO 11. 7 Which of the following Big Five personality traits is associated with traits such as good natured, trusting, and helpful? 1. 2. 3. 4. 5. Openness Agreeableness Neuroticism Consciousness Extraversion 21 Copyright © 2010, Pearson Education

LO 11. 7 Which of the following Big Five personality traits is associated with LO 11. 7 Which of the following Big Five personality traits is associated with traits such as good natured, trusting, and helpful? 1. 2. 3. 4. 5. Openness Agreeableness (p. 400) Neuroticism Consciousness Extraversion 22 Copyright © 2010, Pearson Education

LO 11. 8 In a job interview, Jack accidentally stumbles over a chair as LO 11. 8 In a job interview, Jack accidentally stumbles over a chair as he approaches his potential employer to shake his hand. From that point on, the employer perceives everything that Jack says as evidence to suggest that he is clumsy and careless. This is an example of what? 1. 2. 3. 4. 5. Halo effect Projection Subjectivity of interview methods Social desirability bias The effect of the interviewer’s belief systems or prejudices 23 Copyright © 2010, Pearson Education

LO 11. 8 In a job interview, Jack accidentally stumbles over a chair as LO 11. 8 In a job interview, Jack accidentally stumbles over a chair as he approaches his potential employer to shake his hand. From that point on, the employer perceives everything that Jack says as evidence to suggest that he is clumsy and careless. This is an example of what? 1. 2. 3. 4. 5. Halo effect (pp. 402 -403) Projection Subjectivity of interview methods Social desirability bias The effect of the interviewer’s belief systems or prejudices 24 Copyright © 2010, Pearson Education

LO 11. 8 Which of the following methods would most likely be used by LO 11. 8 Which of the following methods would most likely be used by a psychoanalyst to assess personality? 1. 2. 3. 4. 5. Projective tests Interview Direct observation Inventory Case studies 25 Copyright © 2010, Pearson Education

LO 11. 8 Which of the following methods would most likely be used by LO 11. 8 Which of the following methods would most likely be used by a psychoanalyst to assess personality? 1. 2. 3. 4. 5. Projective tests (pp. 403 -404) Interview Direct observation Inventory Case studies 26 Copyright © 2010, Pearson Education

LO 11. 8 The personality test that is most concerned with assessing abnormalities in LO 11. 8 The personality test that is most concerned with assessing abnormalities in personality is called: 1. 2. 3. 4. 5. Keirsey Temperament Sorter Myers-Briggs Inventory MMPI-2 Big Five Personality Inventory Eysenck Personality Questionnaire 27 Copyright © 2010, Pearson Education

LO 11. 8 The personality test that is most concerned with assessing abnormalities in LO 11. 8 The personality test that is most concerned with assessing abnormalities in personality is called: 1. 2. 3. 4. 5. Keirsey Temperament Sorter Myers-Briggs Inventory MMPI-2 (p. 406) Big Five Personality Inventory Eysenck Personality Questionnaire 28 Copyright © 2010, Pearson Education

LO 11. 10 According to the Stanford-Binet test, the intelligence quotient (IQ) is measured LO 11. 10 According to the Stanford-Binet test, the intelligence quotient (IQ) is measured using the equation: 1. 2. 3. 4. 5. IQ = (mental age/chronological age) *100 IQ = (mental age) IQ = (chronological age/mental age) * 100 IQ = (mental age * chronological age) * 100 29 Copyright © 2010, Pearson Education

LO 11. 10 According to the Stanford-Binet test, the intelligence quotient (IQ) is measured LO 11. 10 According to the Stanford-Binet test, the intelligence quotient (IQ) is measured using the equation: 1. 2. 3. 4. 5. IQ = (mental age/chronological age) *100 (p. 408) IQ = (mental age) IQ = (chronological age/mental age) * 100 IQ = (mental age * chronological age) * 100 30 Copyright © 2010, Pearson Education

LO 11. 10 _______ refers to the degree to which a test actually measures LO 11. 10 _______ refers to the degree to which a test actually measures what it is supposed to measure. 1. 2. 3. 4. 5. Reliability Validity Standardization Norms Consistency 31 Copyright © 2010, Pearson Education

LO 11. 10 _______ refers to the degree to which a test actually measures LO 11. 10 _______ refers to the degree to which a test actually measures what it is supposed to measure. 1. 2. 3. 4. 5. Reliability Validity (p. 410) Standardization Norms Consistency 32 Copyright © 2010, Pearson Education

LO 11. 11 All of the following are potential causes of mental retardation EXCEPT: LO 11. 11 All of the following are potential causes of mental retardation EXCEPT: 1. 2. 3. 4. 5. Fragile X syndrome Fetal alcohol syndrome Lack of oxygen at birth Maternal disease or drug use Immunizations 33 Copyright © 2010, Pearson Education

LO 11. 11 All of the following are potential causes of mental retardation EXCEPT: LO 11. 11 All of the following are potential causes of mental retardation EXCEPT: 1. 2. 3. 4. 5. Fragile X syndrome Fetal alcohol syndrome Lack of oxygen at birth Maternal disease or drug use Immunizations (p. 414) 34 Copyright © 2010, Pearson Education

LO 11. 13 Which of the following is NOT a dimension of Hofstede’s dimensions LO 11. 13 Which of the following is NOT a dimension of Hofstede’s dimensions of cultural personality? 1. 2. 3. 4. 5. Individualism/collectivism Power distance Masculinity/femininity Uncertainty avoidance Universal rituals 35 Copyright © 2010, Pearson Education

LO 11. 13 Which of the following is NOT a dimension of Hofstede’s dimensions LO 11. 13 Which of the following is NOT a dimension of Hofstede’s dimensions of cultural personality? 1. 2. 3. 4. 5. Individualism/collectivism Power distance Masculinity/femininity Uncertainty avoidance Universal rituals (pp. 419 -420) 36 Copyright © 2010, Pearson Education

Critical Thinking & Student Opinion Slides 37 Copyright © Pearson Education, 2010 Critical Thinking & Student Opinion Slides 37 Copyright © Pearson Education, 2010

Which is correct? Similar upbringings lead to similarities in children’s personalities. • True • Which is correct? Similar upbringings lead to similarities in children’s personalities. • True • False 38 Copyright © 2010, Pearson Education

Which is correct? Similar upbringings lead to similarities in children’s personalities. • True • Which is correct? Similar upbringings lead to similarities in children’s personalities. • True • False 39 Copyright © 2010, Pearson Education

Which is correct? Inkblot tests are good indicators of underlying personality traits. • True Which is correct? Inkblot tests are good indicators of underlying personality traits. • True • False 40 Copyright © 2010, Pearson Education

Which is correct? Inkblot tests are good indicators of underlying personality traits. • True Which is correct? Inkblot tests are good indicators of underlying personality traits. • True • False 41 Copyright © 2010, Pearson Education

Which is correct? Freud believed that sex was the only important drive in personality. Which is correct? Freud believed that sex was the only important drive in personality. • True • False 42 Copyright © 2010, Pearson Education

Which is correct? Freud believed that sex was the only important drive in personality. Which is correct? Freud believed that sex was the only important drive in personality. • True • False 43 Copyright © 2010, Pearson Education

Which is correct? There is strong evidence for the concept of “national character. ” Which is correct? There is strong evidence for the concept of “national character. ” • True • False 44 Copyright © 2010, Pearson Education

Which is correct? There is strong evidence for the concept of “national character. ” Which is correct? There is strong evidence for the concept of “national character. ” • True • False 45 Copyright © 2010, Pearson Education

Consider the following. What would you do? You are very hungry. You go to Consider the following. What would you do? You are very hungry. You go to the student center and A. eat off the first plate that you see B. wait to buy your own food 46 Copyright © 2010, Pearson Education

Consider the following. What would you do? You have a big exam coming up, Consider the following. What would you do? You have a big exam coming up, and you don’t have enough time to study. You A. Try to figure out a way to cheat B. Try to make time to study 47 Copyright © 2010, Pearson Education

Consider the following. What would you do? You are very angry at your friend. Consider the following. What would you do? You are very angry at your friend. You A. Immediately scream at them B. Try to talk to them to explain your feelings 48 Copyright © 2010, Pearson Education

On the previous three questions, I answered “A” (id) A. on all of them On the previous three questions, I answered “A” (id) A. on all of them B. Once C. Twice D. Three times 49 Copyright © 2010, Pearson Education

What do you think? A. Intelligence is a pretty limited concept that includes one What do you think? A. Intelligence is a pretty limited concept that includes one ability. B. Intelligence is a broad term that encompasses many abilities, like language and math, as well as music and social skills. 50 Copyright © 2010, Pearson Education