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EdrawMindPsychology - Chapter 4 Personality Psychology ✓
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Psychology - Chapter 4 Personality Psychology ✓
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Edited at 2024-03-13 10:22:21- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
Psychology - Chapter 4 Personality Psychology ✓
- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
- Recommended to you
- Outline
personality psychology
need
concept
Lack or imbalance, striving for satisfaction, psychological tendency
Need is the driving force of activities and the source of individual activity enthusiasm.
Needs are emotions, and the mediator of emotions is the basis for motivation.
feature
objectivity
Tension (dynamic)
Hierarchy
Sociality
Classification
according to origin
innate physiological needs
Acquired social needs
object as needed
Material needs
spiritual needs
(US) Maslow’s Hierarchy of Needs Theory
self-actualization needs
highest level
aesthetic needs
Need for knowledge (need for cognition and understanding)
respect needs
The need for social values, self-esteem and respect
Belonging and love needs (social needs)
Accept, love, care and support
security needs
protect from threats
Physiological needs
Basic, primitive, powerful
weak ↓ powerful
Take Sun Wukong as an example
Missing needs: respect, belonging and love, safety, physiological
Growth needs: seeking knowledge, aesthetics, self-realization
Lower-level needs must be at least partially satisfied before higher-level needs can be pursued.
Growth needs are needs that are never fully satisfied.
motivation
concept
Inspire, maintain, action orientation, psychological tendency or internal drive
Function
Activate function
From nothing to something, from stillness to movement
eg: I suddenly had the idea of becoming a teacher
Pointing function
Point to a certain object or target
eg: Go to a class to study
Maintain and regulate function (strengthen function)
eg: Make timely adjustments when you are slacking off
Generate conditions
The internal condition is the need
Motivation arises on the basis of need, and there is motivation because of need
External conditions are incentives
Positive incentives - tend to, negative incentives - avoid. Inducements can be material or mental.
Classification (the detailed focus is on "learning motivation")
interest
concept
A tendency for people to understand things, accompanied by positive emotional experiences.
Classification
direct interest – indirect interest
Central interests – broad interests
Individual interests - situational interests
quality
breadth of interest
Lots of interesting things
Center of interest (tendency of interest, pertinence of interest)
favorite one
stability of interest
Like it for a long time
interest efficacy
Things you like can bring added value
Guangzhong Stable Effect
Cultivation of interest in learning
Clarify the specific purpose and intellectual significance of each lesson.
Carry out a variety of extracurricular activities and have plans to expand students' knowledge areas.
Help students succeed in learning through induction.
Transfer students' other original interests to learning.
ability
concept
Ability is a personality psychological characteristic that directly affects the efficiency of a person's activities and promotes the successful completion of activities.
Distinction: ability → talent → genius
The relationship between abilities, knowledge and skills
connect
Ability is the prerequisite and result of mastering knowledge and skills
The level of ability will affect the difficulty of knowledge mastery and the level of skills.
The speed and intensity with which a person masters knowledge and skills can tell the level of a person's ability.
Knowledge and skills are the basis for the formation and development of abilities
Ability is formed and developed in the process of mastering knowledge and skills.
With the accumulation of knowledge and skills, human capabilities have been improved, and the widely applied and transferred knowledge and skills have been transformed into capabilities.
the difference
Abilities, knowledge and skills have different levels of generalization.
Knowledge is the summary and summary of the historical experience of human society.
A skill is a summary of a series of activities.
Ability is a summary of various psychological qualities that people display when engaging in certain activities.
The development of knowledge and skills in a person is endless, but the development of ability has a certain limit.
The mastery of knowledge and skills and the development of abilities are out of sync, such as the phenomenon of high scores and low abilities.
The scope of transfer of abilities (the impact of one learning on another) is greater than that of knowledge and skills.
Classification
Applicable activity range according to ability
general ability
The most basic ones. Including observation, memory, abstraction and generalization abilities (core). High level performance is creativity.
special power
The level of creativity when engaging in activities
Imitation ability
creativity
function of ability
cognitive ability
Operation ability
Social skills
intellectual structure
Intelligence, also called intelligence, refers to the organic combination of various cognitive abilities necessary for people to successfully complete certain activities, and the synthesis of general abilities (cognitive abilities).
Intellectual factors and non-intellectual factors
intelligence factor
Attention, observation, imagination, memory, thinking (core)
Tea Art Notes Acacia
non-intellectual factors
Emotions, interests, and will that are not directly related to knowledge. (Different results with the same intelligence are generally caused by non-intelligence factors)
structure theory of intelligence
Thorndike's independent factor
(USA) Spearman’s two-factor theory
General factor G General. The level of intelligence depends on the number of G factors
Special factor S Special. When people engage in any intellectual activity, they need the joint participation of G factor and S factor.
(USA) Cattell’s Morphology of Intelligence☆
fluid intelligence
It is based on physiology, is greatly affected by innate genetic factors, and is relatively less affected by education and culture, and can be used for cultural fair tests.
Requires less specialized knowledge, including the ability to understand complex relationships and solve problems. Mainly manifested as rapid identification, memory and understanding of novel things
Closely related to age. Generally speaking, fluid intelligence reaches its peak after the age of 20 and declines after the age of 30.
crystallized intelligence
It is based on learned experience, is greatly influenced by acquired experience, and is closely related to education and culture.
Mainly manifested in the ability to use existing knowledge and skills to absorb new knowledge and solve problems.
It is not closely related to age, but individual people's crystallized intelligence will increase with age due to the recording of knowledge and experience.
(USA) Gardner’s theory of multiple intelligences
Multi-system talents
Verbal Intelligence: Speaker, Writer, Journalist
(speaking, reading and writing)
Logical-mathematical intelligence: mathematician, scientist, detective, finance
(operational logic thinking)
Musical Intelligence: Composer, Singer
Kinetic Intelligence: Dancers, Athletes, Surgeons
(Controlling precision work of limbs)
Visual-Spatial Intelligence: Painters, Sculptors, Architects, Guides
(Understand the environment and identify the direction)
Interpersonal intelligence (social intelligence): teachers, counselors, politicians, salesmen
Self-aware intelligence (introspective intelligence): theologians, philosophers, psychologists (people who know themselves and choose the direction of life)
Natural observation intelligence: observe various forms of nature, identify and classify objects, and gain insight into nature
Existential Intelligence: Statement thinking about issues related to life, death, body and psychological universe.
Moral intelligence: Harvard psychologist Cowlers added that it refers to the ability to make fair moral judgments.
added later
The beauty of language, numbers, sound and body, interpersonal relationships and self-knowledge
Sternberg's ternary intelligence theory
The most popular comprehensive explanation of intelligence theory
Intelligence component subtheory: having knowledge
Meta-component: Core, used for planning and control decisions, which determines the strategies people use to solve problems.
Operational component: During the task, it receives stimuli, holds information in short-term working memory, and is responsible for executing meta-component decisions.
Knowledge acquisition component: the process of acquiring and retaining new information making judgments and reactions. Long-term memory encodes the storage of new information.
Situation subtheory of intelligence: the ability to adapt to the environment, shape the environment, and choose new environments
experiential subtheory of intelligence
Ability required to handle new tasks and environments
The ability to automate information processing processes
Alias: 1. Component intelligence, combination intelligence, and analytical intelligence 2. Situational intelligence, practical intelligence, practical intelligence 3. Experience intelligence, creative intelligence
Measurement
intelligence test
(France) Binet-Simon scale
1905, the earliest intelligence test
The first person to propose "mental age"
(U.S.A.) The Stanford-Binet scale proposed by Meng
S-B scale, the most famous intelligence scale
Ratio IQ IQ = mental age ÷ chronological age × 100 IQ = MQ ÷ CA × 100
Wechsler Intelligence Scale (Wechsler Scale)
Reflects a person’s intellectual position among peers
Deviation IQ IQ = 100 + 15 Z
Z=(individual test score-mean score of corresponding age group)÷standard deviation of group score Z=(X-M)÷SD
Divided into three editions, Toddler Edition 4-6.5, Children 6-16, Adults 16 and above
Intelligence distribution: normal distribution, bell shape, normality
0-70 is low intelligence, 70-130 is normal intelligence, 130-140 is supernormal intelligence, and 140 or above is genius.
standard
reliability
Consistency, stability, reliability (i.e. the same results over repeated tests)
Classification
Test-retest reliability (scores are the same when tested again)
Split-half reliability (same score depends on the difficulty before and after)
Copy reliability (see score for AB paper)
Interrater reliability (scoring criteria)
validity
validity, accuracy, correctness
That is, whether the test achieves its purpose - the most important indicator
standardization
The most basic
Difficulty Only with appropriate difficulty can there be distinction.
0.5 difficulty is most suitable
Discrimination: high level gives high score, low level gives low score (floor effect, ceiling effect)
Practicality
Reliability is a necessary but not sufficient condition for validity.
Low reliability means low validity, high reliability means not necessarily high validity.
Low validity does not necessarily mean low reliability; high validity means high reliability.
Without reliability, there is no validity, and with reliability, there is no guarantee of validity.
Influencing factors
Genetics and nutrition - innate qualities, biological preconditions, foundation, natural conditions
Early experience - three-year-olds look older, seven-year-olds look older
Education and teaching - playing a leading role in intellectual development
Social practice is not only an important way to learn knowledge, but also an important foundation for intellectual development. eg Wang Chong "Use Tired Energy"
subjective effort
Cultivation of students’ abilities
Personality
temperament
Concept: Temperament is a stable psychological characteristic expressed in the intensity, speed, flexibility, directionality, etc. of psychological activities. (temper and disposition) neither good nor bad
type
Theory of temperament and humours (ancient Greece) Hippocrates: blood, yellow bile, black bile, phlegm
Temperament Type (Roman) Galen
choleric
Energetic, consistent on the outside, brave and loyal
Impulsive, reckless, careless, lack of self-control, emotional
Bad temper, Zhang Fei and Li Kui
Sanguine
Quick response, energetic, sociable and agile
Emotional instability, lack of perseverance, sudden change of ideas, anticlimactic results
Little Clever, Wang Xifeng and Sun Wukong
Phlegm
Steady and down-to-earth, calm and calm, with strong self-control
Lack of flexibility, rigidity, and lack of vitality
Chronic Man, Sha Seng Lin Chong
Depression
Keen and prudent, with profound experience and prudent handling
Gentle in appearance, sensitive but cowardly, lonely and slow-moving
Sentimental, Lin Daiyu
Types of neural activity theory Pavlov
Basic characteristics of excitation and inhibition of nervous system activity
Strength - the ability to accept external stimulation
Balance - the ratio of excitement to inhibition
Flexibility—speed of excitatory and inhibitory conversion responses
Classification
Strong, unbalanced, inflexible - choleric, uncontrollable, excited
Strong, balanced, flexible - sanguine, lively, flexible
Strong, balanced, inflexible - phlegmatic, quiet, inflexible
Weak - depressive, weak, inhibitory type
Temperament and education
Treat students and overcome temperament bias
Teaching students in accordance with their aptitude according to their temperament differences
Educational methods to cultivate spirit
Choleric - Be straightforward and not easily irritated by criticism, be persuasive, develop self-control, and have the spirit to persevere to the end.
Sanguine - Encourage the courage to overcome difficulties, cultivate a solid professional spirit, and severely criticize to cultivate the advantages of vigor and resourcefulness.
Phlegmatic temperament - patient education, giving enough time, cultivating vitality, cultivating a warm and cheerful personality and the advantages of being sincere and down-to-earth in work.
Depressive temperament - Try to hint, educate tactfully, and it is not suitable to accuse and criticize severely in public. Cultivate the advantages of kindness, sensitivity, and wit.
Help students conduct self-analysis of temperament, self-education, and cultivate good temperament
Pay special attention to choleric and melancholic students
When forming a team of student cadres, students’ temperament types should be considered
character
concept
Personality is the most core psychological characteristic among personality traits. It can be divided into good and bad.
It refers to a person's relatively stable attitude, habitual behavior, and combined personality characteristics.
structure
informed attitude
Attitude Characteristics - Core
How to treat
Attitude towards oneself: humble or conceited towards others Collective social attitude: altruistic or self-interested
Attitude towards the rules of things: creating or sticking to the rules Attitude towards work and study: careless or careful
Will characteristics
Consciously determine goals and regulate dominant behavior
eg make a prompt decision
Overcome difficulties and achieve goals
eg fight tenaciously
emotional characteristics
An individual's stable and unique emotional activity pattern: optimism or pessimism
Characteristics of intensity, stability, persistence, and dominant mood of emotional activities
Intellectual characteristics (cognitive characteristics)
Perception sends lovesickness
Active perception or passive perception, whether you are used to seeing details or outlines
type
According to the dominance of reason, emotion, and will in psychological functions
Rational type - reason governs behavior, is conscientious and careful, and is not influenced by emotions
Emotional type - profound inner experience, unstable mood, emotional
Will type - brave and decisive, strong self-control, sometimes stubborn and willful, rash and reckless
Intermediate type - rational will type, emotional will type
direction of mental activity
Extroverted
introversion
degree of independence in individual activities
Independent
Submissive
Resistant
Influencing factors
Family, schooling, peer groups, social practice, self-education, sociocultural factors
develop character
Strengthen three-view education; strengthen positive behaviors in a timely manner; use role models and collective strength
Provide practical exercise; timely individual guidance; improve self-education ability
The relationship between personality and temperament
connect
Temperament and personality are both stable personality traits
Temperament and character penetrate each other, restrict each other, and influence each other.
Temperament affects the formation and development of personality
Character can also mask and transform temperament and guide temperament development.
the difference
Temperament is greatly influenced by biology; personality is greatly influenced by society
Strong temperament stability; strong personality plasticity
Temperament characteristics appear early; personality characteristics appear late
Temperament is not good or bad; character is good or bad
Temperament does not have the meaning of social moral evaluation; personality directly reflects personal moral style
Multiple intelligence theory and new curriculum reform.
Positive and optimistic outlook on students
scientific view of intelligence
The teaching concept of teaching students in accordance with their aptitude
Diversified Talent Views