Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Personality and Individual Differences > TASK 4 - BIOLOGICAL BASES > Flashcards

TASK 4 - BIOLOGICAL BASES Flashcards

1
Q

four humours (galen)

A
  • personality/temperament depends on strength of fluids/humours
    1. blood = sanguine; cheerful
    2. black bile = melancholic; depressive
    3. yellow bile = choleric; angry
    4. phlegm = phlegmatic; calm
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

temperament in dogs (pavlov)

A
  1. strong balanced mobile = sanguine –> lively, fast, eager
  2. weak = melancholic –> inhibited, anxious, easily upset
  3. strong unbalanced = choleric –> excitable, hyperactive, irritable
  4. strong balanced slow = phlegmatic –> calm, consistent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

cloninger’s theory

= tridimensional personality model

A

= relations between neurotransmitters and personality dimensions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

A. dopamine (cloninger)

A

= facilitates response to pleasurable, exciting stimuli; transmission of signals of reward

  • active = high levels of novelty seeking (= tendency to seek pleasure and excitement) –> exploratory, excitability, impulsiveness
  • inactive = low in novelty seeking –> not motivated to find fun and variety
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

B. serotonin (cloninger)

A

= inhibits response to harmful, unpleasant stimuli; transmission of signals of punishment

  • inactive = high levels of harm avoidance (= tendency to avoid pain and anxiety) –> worry, pessimism, fear of uncertainty
  • active = low in harm avoidance –> not motivated to avoid pain and anxiety (risk-taking)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

C. noradrenaline (cloninger)

A

= inhibits response to stimuli that have previously been associated with pleasure; transmission of signals of conditioned reward

  • inactive = high levels of reward dependence (= tendency to develop strong sentimental attachments; related to one’s response to people/things that have tended to be associated with pleasure) –> sentimentality, warm communication, dependence
  • active = low levels in reward dependence –> not develop strong sentimental attachments
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

gray’s theory

= reinforcement sensitivity theory

A

= certain regions of the brain work together as mechanisms or systems that underlie personality
- differences among people in activity of these systems are basis of important personality dimensions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

A. behavioural activation system (gray)

A

= regions of brain receiving signals indicating that rewards are being experienced

  • ‘GO’ system = encourages pursuit of rewards –> signals to communicate pleasurable and exciting nature of rewards
  • differences in tendency to be impulsive, seek pleasure and excitement –> the stronger, the more one tends to pursue rewards
  • -> cloninger’s novelty seeking
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

B. behavioural inhibition system (gray)

A

= regions of brain receiving signals indicating that punishments are being experienced

  • ‘STOP’ system = encourages the avoidance of punishments –> signals to communicate the painful and frightening nature of punishments
  • differences in tendency to be anxious and to avoid pain –> the stronger, the more one tends to avoid punishments
  • -> cloninger’s harm avoidance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

C. fight-or-flight system (gray)

A

= regions of the brain motivating extreme reactions (fight or flight) in response to extremely threatening situations

  • differences in tendency to show extreme reactions, (responding aggressively, leaving hurriedly) –> the stronger, the more ready one is to fight or to flee when an emergency situation arises
  • -> cloninger’s reward dependency
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

eyseneck’s theory

= theory of personality

A

A. extraversion vs. introversion
B. neuroticism vs. emotional stability
C. psychoticism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

A. extraversion vs. introversion

A

= strength of reactions to stimulation (difference in arousability of people’s brains)

  1. extraversion: seek stimulation, bored by low level of stimulation (enjoy loud noises, bright colours, meeting people)
  2. introversion: avoid stimulation, prefer low level of stimulation (prefer quieter surroundings, enjoy being alone)

ARAS (ascending reticular activating system):

  • brain stem
  • regulates amount of stimulation that is admitted to brain from NS which receives stimulation
  • little stimulation in ARAS: under-aroused = seek stimulation = extraversion
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

B. neuroticism vs. emotional stability

A

= strength of reactions to stressful stimuli (difference in sensitivity to stress)

  1. neurotic: great deal of stress, sensitive to stress (nervousness, anxiety, fear)
  2. emotionally stable: less sensitive to stress (little negative emotions caused by stresses)

limbic system:

  • regulate responses to stress
  • overwhelmed by stressful stimuli = neurotic
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

C. psychoticism

A
  • high levels: aggressiveness, manipulation, tough mindedness, risk taking, impulsivity (criminal behaviour, mental illnesses, creativity)
  • low levels: opposite

high levels of testosterone +low levels of monoamine oxidase (MAO)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

zuckerman’s model

A

= five factors representing basic dimensions of personality/temperament

  1. activity, 2. sociability, 3. impulsive sensation seeking, 4. aggression, 5. neuroticism-anxiety
    - each dimensions is caused by its own set of interactions among brain structures, neurotransmitters + hormones
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

o-RST

= original reinforcement sensitivity theory (gray)

A

= focused on motivational systems

  • BAS = approach system
  • BIS = defined avoidance orientation.
17
Q

r-RST

= revised reinforcement sensitivity theory

A

= sees BIS as comparator that evaluates whether to approach/avoid stimulus
- better definitions (BIS, BAS, FFFS).
√ strong basic personality model, grounded in neuroscience and animal learning
x under-utilised in literature, not have breadth in research
- most modern models under-represent systems of the r-RST (biologically-based) –> despite processing other qualities

18
Q

hybrid model of learning in personality (HMLP)

- comparison to gray

A

= concept of BAS; sensation seeking is potentially dysfunctional if directly expressed, but likely to be functional if expressed through socio-cognitive mediators (e.g. rationality/ conscientiousness)
- sensation seeking concerns exploratory behaviour that is not necessarily associated with reinforcement
√ clear differentiation between biological basis of sensation seeking and socio-cognitive mediators
√ sensation seeking consistent with BAS in r-RST
x only concerns BAS & mediators
x under-utilised in literature, no measure of punishment sensitivity

19
Q

approach & avoidance temperament model (AATM)

- comparison to gray

A

= behaviour distally predicted by temperament & proximally predicted by goals
–> approach temperament vs. avoidance temperament
- biologically based, makes predictions from BAS & BIS through socio-cognitive mechanisms of goals
√ clear differentiation between biological basis and socio-cognitive goals
x under-utilised in literature
x outdated (based on o-RST)

20
Q

psychobiological model of temperament & character (PMTC)

- comparison to gray

A

= character (socio-cognitive) is thought to predict outcomes independently from temperament (biological)
- incorporates genes & environment
- character dimensions: self-directedness, cooperativeness, self-transcendence
√ biological, includes amount of literature
x outdated (based on o-RST)

21
Q

hormones

A

= biological chemicals that are produced in glands of one part of the body, transmitted to other parts of body where they have their effects

22
Q

testosterone

- hormones

A

= responsible for many physical characteristics of men (development of male reproductive organs, hair growth, voice, muscle mass)

  • situationally influenced (increase after victory, sex; decline after defeat)
  • influence individual’s behaviour during early development
  • higher levels: being wilder, more unruly
  • lower levels: better behaved, more socially responsible, better academic achievement, more friendly
23
Q

cortisol

- hormones

A

= released by adrenal cortex (perimeter of adrenal glands) which are located above the kidneys; triggered by physical or psychological stress

  • prepare body for action in response to stress (increase in blood pressure, blood sugar, suppression of immune system)
  • little cortisol release = emotionally insensitive/reactive
  • low cortisol = high sensation-seeking levels/risk-taking (men)
24
Q

oxytocin

- hormones

A

= produced in hypothalamus, released by pituitary gland

  • release promotes close attachment with others = emotional bonding (giving birth, breastfeeding, orgasm)
  • contribute to cooperative relationships by being trusting + trustworthy
  • higher levels = more trusting + trustworthy
25
Q

mechanisms of action

- oxytocin

A

= neuropeptides can influence neurotransmission, not in same way as classical neurotransmitters (GABA, serotonin, dopamine)

  • slower degradation –> no effect over longer distances and thus no temporal specificity
    1. dynamic concept: different areas of the brain use different modes of communication
  • exposure to certain stimuli can lead from one form of peptide release to another
  • emphasises task dependency, context + individual differences
    2. volume transmission: three-dimensional diffusion into extracellular fluid + lack of obvious structural extracellular communication pathways
  • source of release may be distant from target cells
    3. priming hypothesis: peptidergic oxytocin signal can trigger dendritic peptide release that is independent of electrical activity
26
Q

interaction with other systems

- oxytocin

A

= social affiliative behaviour (modulated by oxytocin) is accompanied by modulation of dopaminergic reward pathways
- oxytocin can effectively modulate reward-related brain regions + elevate serotonin levels

27
Q

behaviour modulation

- oxytocin

A

= oxytocin modulates social behaviour

  • by increasing trust, empathy & pair bonding or by reducing social stress & anxiety
  • precise outcome mediated by context + individual variation
  • fear + emotion regulation: oxytocin reduces amygdala activation in response to fear
  • -> strongest effect when strong or socially relevant stimuli
  • anxiety: oxytocin reduces heightened anxiety
28
Q

functional connectivity

- ocytocin

A

= prolonged priming effect of oxytocin can elicit functional rewiring of neural networks
- rewiring = temporary alteration (strengthening/weakening) of the way the network is configured and how it responds

29
Q

social regulation of stress

A

= social interaction and oxytocin are linked through feedback loop (specific social contexts promote OT release) –> regulates social cognition and behaviour
- oxytocin reduces cortisol release in stressful situations (especially in interaction with social support)

30
Q

oxytocin receptor gene (OXTR)

A

= responsible for encoding oxytocin receptor protein

  • variations influence strength of oxytocin signal by affecting the number/ distribution/ efficiency of receptors
  • variants seem relevant to understanding individual differences in social behaviour and stress regulation
31
Q

two most widely studied OXTR SNPs

A
  1. Rs53576 = associated with responses to social support
    - A allele: reduced responsiveness to social support received in anticipation of stress –> more stressed, lower tendency to seek social support = more oxytocin
    - G allele: less cortisol secretion, more oxytocin in response to social support –> less stressed, higher tendency to seek social support
  2. Rs2254298 = associated with attachment status
    - A allele: secure attachment = more oxytocin
    - G allele: insecure attachment = lower levels of oxytocin
32
Q

theoretical model for development of individual differences in social regulation of stress

A

= genetic variants of OXTR are relevant during at least 2 stages of the psychological feedback loop –> connects stable cognitive representations of relationships in context of acute stress

  • role for oxytocin in individual differences, in responses to social support following stress
  • role for oxytocin in early development of stable cognitive representations of relationships –> influence how individuals use social support to regulate their stress
33
Q

personality neuroscience

A

= use of neuroscience methods to study individual differences in behaviour, motivation, emotion and cognition

  • three levels at which personality can be analysed:
    1) traits: relatively stable patterns of behaviour, motivation, emotion
    2) characteristic adaptations: individual’s specific responses to particular life circumstances
    3) life stories
34
Q
  1. meta-traits
  2. big five
  3. aspects
  4. facets
A

1a. stability: tendency to regulate/restrain potentially disruptive emotion & behaviour
- serotonin: regulatory/inhibiting effect on mood, behaviour & cognition
2a. neuroticism
3. withdrawal, volatility
2b. agreeableness
3. compassion, politeness
2c. conscientiousness
3. industriousness, orderliness

1b. plasticity: tendency to explore + engage with possibilities
- dopamine: 2 branches
2d. extraversion
3. enthusiasm, assertiveness
- -> 1 to brain regions involved in motivation, emotion & reward (nucleus accumbens, amygdala) = extraversion
2e. openness to experience
3. openness, intellect
- -> 1 to structures for higher cognition (prefrontal cortex) = openness to experience

  1. number and identity of facets is unclear
35
Q

2a. neuroticism

A

= sensitivity to punishment and negative affect; tendency to experience negative emotions and cognitions that accompany experiences of threat and punishment

  • brain activity at rest or in response to aversive or novel stimuli in amygdala, insula and anterior cingulate
  • neural activity in medial prefrontal cortex (= poor emotion regulation) + reduced volume
  • BIS: passive avoidance in situations where goals are in conflict –> hippocampus and amygdala
  • FFFS: responses to proximal threat or punishment –> amygdala, hypothalamus, periaqueductal gray.
  • lower serotonin levels (modulates BIS and FFFS)
36
Q

2b. agreeableness

A

= tendency toward altruism & opposed to exploitation of others

  • volume in brain regions associated with social information processing (superior temporal gyrus, posterior cingulate cortex, fusiform gyrus)
  • ability to suppress aggressive impulses & other socially disruptive emotions
  • -> left DLPFC (emotion regulation)
37
Q

2c. conscientiousness

A

= top-down control of behaviour and impulses in order to follow rules and pursue non-immediate goals

  • prefrontal cortex: greater volume in regions involved in maintaining goal-relevant info in WM + execution of planned action based on abstract rules.
  • low serotonin levels: linked to absence of control
38
Q

2d. extraversion

A

= sensitivity to reward and positive affect

  • dopamine (component of BAS) : sensitivity to reward, drives behaviour that involves approaching potential rewards
    3. enthusiasm (= sociability & positive emotionality): linked to liking –> relates to opioid system
    3. assertiveness: linked to wanting
39
Q

2e. openness/intellect

A

= tendency to explore, detect, appreciate and use patterns in abstract sensory information

  1. intellect: intelligence and working-memory
    - dopamine influence on prefrontal cortex

Personality and Individual Differences (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions