The scientific discipline that studies the biological, social, and psychological bases of behavior in both humans and animals. It aims to describe, explain, predict, control, and improve behavior through empirical research.
Any response, reaction, or action that people experience or display toward any stimuli inside or outside the body. This includes both directly observable actions like talking and internal experiences like thinking.
A systematic way of explaining behavior that consists of a set of predictions, propositions, or ideas about the causes of behavior. It serves as the foundation from which researchers derive specific hypotheses to test in empirical studies.
A specific, testable prediction derived from a theory that expresses the expected relationship between two or more variables. For example, a researcher might hypothesize that perceived parental control is positively associated with authoritarianism.
Standardized tools and instruments used in psychological research to measure behaviors, attitudes, or physiological responses in a consistent and unbiased manner. Examples include standardized questionnaires, scales, and brain imaging scans.
A philosophical approach, originating in ancient Greek philosophy, which asserts that the mind (consciousness) and the body (the physical brain and material structure) are separate and distinct entities.
An approach proposed by René Descartes suggesting that while the mind and body are separate, they interact dynamically. He proposed that this interaction occurs in the brain's pineal gland, allowing the mind to control physical actions.
A philosophical approach associated with John Locke and David Hume which asserts that humans are born with a 'tabula rasa' (blank slate) and acquire all knowledge through sensory experience, perception, and observation.
A philosophical approach, associated with George Berkeley, which argues that the human mind plays an active, creative role in constructing knowledge by combining, integrating, and interpreting sensory experiences.
A philosophical approach that rejects the separation of mind and body, asserting that the mind is a physical part of the body. It implies that mental processes can be fully explained by studying the physical and physiological principles of the body.
An early experimental method used by Wilhelm Wundt and structuralists where trained participants 'looked within' to describe their immediate conscious experiences, sensations, and reactions to specific stimuli.
An early school of psychology developed by Wilhelm Wundt and Edward Titchener that sought to understand the human mind by analyzing and identifying the basic elements and structures of conscious experience through introspection.
An early approach to psychology, influenced by Charles Darwin, that argued psychology should focus on the functions and adaptive consequences of consciousness and behavior in helping organisms survive in their environments.
A psychological perspective founded by Max Wertheimer, Wolfgang Köhler, and Kurt Koffka that asserts the human mind organizes sensory experiences into integrated wholes or patterns, meaning the whole is greater than the sum of its individual parts.
The sum of systematic, collective, progressive, and organized knowledge obtained through scientific methods to analyze the relations that exist in nature. For example, psychology uses scientific methods to systematically study human behavior and mental processes.
A thinking activity that examines the basic principles, assumptions, and foundations of a science or scientific field. It helps define the boundaries of scientific knowledge and evaluates the ethical standards of research.
A body of related principles that functions to explain, predict, and control a specific phenomenon. In psychology, the cognitive theory steps in to explain unobservable mental processes like memory and imagination that behaviorist theory cannot fully account for.
A general, absolute scientific rule formulated in physical sciences that holds true under all possible circumstances. An example is the law of gravity formulated in physics, which differs from the evolving theories of social sciences.
A descriptive act that involves the symbolic or digital representation of variables, characteristics, and objects through systematic observation. For example, recording a student's score of 40 on a psychological test is a measurement.
An interpretive process of concluding a judgment, verdict, or comment by comparing measured data with a set of reference criteria. For example, labeling a student as 'unsuccessful' because their test score of 40 is below the passing criterion of 50.
A measurement type where the target variable is measured directly without influence from other variables, using tools of the same kind. It is highly common in physical sciences, such as measuring height or weight.
A measurement technique used for variables that cannot be observed directly, by employing proxy tools designed to measure that specific construct. Social sciences use indirect measurement, such as using standardized tests to measure intelligence.
Scientific studies that aim to either develop, refine, or test a theory to expand the boundaries of knowledge. For example, psychological research determining that positive reinforcement influences human behavior is fundamental research.
Research studies that produce practical suggestions, interventions, or solutions for real-world problems based on the findings of fundamental research. An example is educational scholars designing classroom reward systems to change student behavior.
The entire group of individuals or cases that share specific characteristics, to whom the researcher intends to generalize the findings of a study. An example is all the mine workers currently employed in Turkey.
A smaller, representative subgroup of individuals selected from a larger population to participate in a research study, allowing generalizations to be made about the population. For example, studying 200 selected miners to represent all miners in Turkey.
The degree to which a measurement instrument is consistent, free from random errors, and produces similar results upon repeated measurements under identical conditions.
The degree to which a measurement instrument actually measures what it claims to measure and is aligned with the research goals. For example, using a personality test to measure intelligence results in low validity.
The variable that is manipulated or controlled by the researcher in an experiment to observe its effect, representing the hypothesized cause. In a study on smoking and cancer, smoking is the independent variable.
The outcome variable that is measured in an experiment to assess the effect of the independent variable, representing the hypothesized effect. In a study on smoking and cancer, cancer is the dependent variable.
The tendency of research participants to alter their natural behavior or act unnaturally when they are aware that they are being observed by a researcher.
An ethical violation involving the act of using other researchers' ideas, data, or publications without giving proper credit or citation, or deliberately manipulating their work for personal gain.
Organizmayı belirli bir amaca doğru harekete geçiren, davranışa enerji veren ve onu yönlendiren istek, ihtiyaç ve dürtülerin genel adıdır.
Açlık, susuzluk ve cinsellik gibi biyolojik ihtiyaçlardan kaynaklanan ve organizmayı harekete geçiren fizyolojik kökenli güdülerdir.
Organizmanın yaşamını sürdürebilmesi veya dengesini koruyabilmesi için gerekli olan maddelerin veya sosyal desteklerin eksikliği durumudur.
Vücudun iç ortamını dengeli, kararlı ve sabit bir durumda tutma eğilimidir; tıpkı bir termostat gibi çalışır.
Bireyin biyolojik bir ihtiyacı olmasa bile onu cezbederek eyleme geçiren dışsal, biyolojik olmayan unsurlardır; fırından yeni çıkmış kek kokusu gibi.
Bir türün tüm üyelerinde öğrenilmemiş, doğuştan gelen ve sabit bir örüntü gösteren karmaşık davranış kalıplarıdır; örümceklerin ağ örmesi gibi.
Biyolojik ihtiyaçlardan doğan, öğrenilmemiş ve tüm insanlarda ortak olan açlık, susuzluk gibi temel dürtülerdir.
Bireylerin toplum içinde yaşayarak, öğrenme yoluyla edindikleri başarı, güç ve ilişki kurma gibi sosyal içerikli güdülerdir.
Bir görevde en iyisini yapma, zorlukların üstesinden gelme ve yüksek standartlara ulaşarak bundan kişisel doyum sağlama isteğidir.
Diğer insanlarla yakın ilişkiler kurma, bir gruba ait olma, kabul görme ve sosyal uyum içinde yaşama arzusudur.
Çevredeki insanları, olayları veya durumları kontrol etme, yönlendirme ve onlar üzerinde etki sahibi olma isteğidir.
Maslow'un hiyerarşisinde en üst basamakta yer alan, bireyin sahip olduğu tüm potansiyeli ve yetenekleri sonuna kadar kullanma ihtiyacıdır.
Duyu organlarındaki reseptörlerin, dış dünyadan aldıkları fiziksel enerjiyi sinir sisteminin işleyebileceği elektrik sinyallerine dönüştürmesidir.
Bir uyarıcının duyu organları tarafından fark edilebildiği en düşük enerji veya yoğunluk seviyesidir.
İki uyarıcı arasındaki farkın duyu organları tarafından ayırt edilebildiği en küçük yoğunluk değişimidir.
Retinada optik sinirin gözden ayrıldığı, üzerinde hiç ışığa duyarlı fotoreseptör bulunmayan ve görmenin gerçekleşmediği alandır.
Performans ile uyarılma/kaygı düzeyi arasındaki ilişkiyi açıklar; en yüksek başarıya orta (optimal) düzeydeki kaygı ile ulaşıldığını savunur.
Duyguların, vücudun çevresel olaylara verdiği fizyolojik tepkilerin beyin tarafından algılanması sonucu oluştuğunu savunan teoridir.
Duygusal yaşantı ile vücuttaki fizyolojik tepkilerin talamusun uyarılmasıyla aynı anda ve eş zamanlı olarak ortaya çıktığını savunan teoridir.
Duyguların oluşumunda ve farklılaşmasında bireyin zihinsel süreçlerinin, beklentilerinin ve çevresel ipuçlarını yorumlama biçiminin belirleyici olduğunu savunan teoridir.
Bireyin fizyolojik etkisi olmayan sahte bir ilacı gerçek sanarak alması sonucu, bilişsel beklentilerine bağlı olarak psikolojik veya fiziksel rahatlama yaşamasıdır.
Duygu ve düşüncelerin kelimeler kullanılmadan jestler, mimikler, göz teması, vücut dili ve kişisel mesafe aracılığıyla aktarılması sürecidir.
The process of converting one form of physical energy from the environment into electrical energy that can be processed by the nervous system. In the visual system, this occurs when light energy stimulates the photoreceptors on the retina.
The minimum level of stimulus energy required for a stimulus to be detected by human senses at least 50% of the time. An example is detecting the lowest detectable amount of salt dissolved in a glass of water.
The smallest detectable change in the intensity of a stimulus. For example, a person can easily detect the difference between a 5-kilogram and a 10-kilogram weight, but cannot distinguish between 100 kilograms and 105 kilograms.
The specific area on the retina where the optic nerve exits the eye. Because this region lacks photoreceptors, light falling on it cannot be processed, creating a gap in our visual field.
A cognitive impairment, often resulting from brain damage, characterized by the inability to recognize familiar faces, even though general visual intellectual abilities remain intact.
A theory of color vision stating that color perception is based on three types of receptors (cones) in the retina, each maximally sensitive to a specific wavelength: red, green, or blue.
The theory that color vision depends on three pairs of opposing physiological mechanisms: red-green, blue-yellow, and black-white. This explains why staring at a red image produces a green afterimage.
A Gestalt principle of perceptual organization stating that the brain automatically fills in gaps or missing parts of a visual stimulus to perceive a complete, enclosed, and meaningful object.
The partial or complete loss of the sense of smell. Individuals with this condition also experience a dramatic reduction in their ability to perceive the flavor of foods.
A savory taste category triggered by monosodium glutamate and other salts, commonly found in packaged foods and ready-made soups, complementing sweetness, sourness, saltiness, and bitterness.
A theory of pain asserting that non-painful input closes the nerve gates to painful input, preventing pain sensation from traveling to the central nervous system. This gate is regulated by both cognitive factors and physical skin sensations.
A relatively permanent change in the behavior or potential of an organism due to individual experience. For example, a student learning how to solve complex algebraic equations after practicing several problems.
A term used in psychology to refer to either a human or an animal that interacts with its environment. For example, both Pavlov's dogs and Watson's infant subject Albert are considered organisms in conditioning studies.
The sum of all observable (overt) and non-observable (covert) activities that an organism performs, including actions and states of inaction. For example, both actively speaking and choosing to remain silent are classified as behaviors.
An internal or external change in state or environment that induces a response from an organism. For example, a sudden drop in temperature is an external stimulus that causes a person to shiver.
The specific activity or behavioral reaction that an organism displays in direct response to an internal or external stimulus. For example, blinking your eyes when a bright light is suddenly flashed in your face.
Goal-oriented, voluntary behaviors that an organism performs to produce a specific effect or consequence in its environment. For example, a toddler walking across a room specifically to reach and hug their mother.
A rapid, simple, consistent, and involuntary behavior displayed automatically by an organism in response to a specific sensory stimulus. For example, the automatic knee-jerk reaction when a doctor taps the patellar tendon.
Complex, highly organized, innate behaviors observed among almost all members of a specific species, also known as instincts. For example, spiders spinning intricate webs or bees producing honey without prior instruction.
The biological and evolutionary equipment of an organism that allows it to learn and perform certain behaviors unique to its species. For example, humans are biologically equipped to learn spoken language, whereas birds are not.
The biological, physical, and mental development of an organism over time that makes it ready to learn or perform a specific task. For example, a child must develop sufficient leg muscle strength and coordination before they can learn to walk.
The moderate, midline level of physiological and psychological alertness that is most conducive to effective and efficient learning. For example, being moderately alert and focused during a lecture, rather than being sleepy or in a state of panic.
A phenomenon where prior learning and experience facilitate, ease, or improve the acquisition of a new skill or piece of information. For example, knowing how to play ping-pong makes it much easier to learn how to play tennis.
A phenomenon where prior learning and habits interfere with, hinder, or make it more difficult to acquire a new skill. For example, struggling to type on an F-keyboard layout because you have already mastered typing on a Q-keyboard.
The smallest anatomical building block of the central nervous system, responsible for transmitting cognitive, sensory, and motor information through electrical and chemical signals. For example, the neural pathways in the brain adapt and form new connections when a person learns a new language.
A protective membrane covering the axons of neurons that thickens with learning, allowing electrical signals to travel faster and easing cognitive processing. For example, as a child practices writing, the myelination of the corresponding motor neurons increases, making the action smoother.
A learning process in which a neutral stimulus is repeatedly paired with an unconditioned stimulus until the neutral stimulus alone elicits the same response. For example, salivating when you hear a lunch bell because you associate it with food.
A method of learning that occurs through rewards and punishments for voluntary behavior, establishing an association between a behavior and its consequence. For example, a rat learning to press a lever in a Skinner box to receive a food pellet.
Learning that occurs without immediate reinforcement and remains hidden or unexpressed until there is a motivation or incentive to demonstrate it. For example, a child memorizing the route to a store by riding in the passenger seat, and later navigating there on their own.
A cognitive form of problem-solving where an organism suddenly grasps the relationships between different parts of a problem, leading to an immediate solution. For example, Köhler's chimpanzee Sultan suddenly realizing he could join two sticks together to reach bananas.
The central cognitive system responsible for temporarily holding and actively processing information before it is either forgotten or transferred to long-term memory. For example, holding a phone number in your head while you look for a pen to write it down.
A learning process that occurs by watching, retaining, and replicating the behaviors, actions, and consequences of other individuals who serve as role models. For example, a child learning to use polite manners by watching their parents interact with guests.
The view that development is a lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual process that involves growth, maintenance, and the regulation of loss. For example, it highlights that development continues to occur in adulthood and is not limited to childhood.
The sequence in which the earliest physical growth and feature differentiation always occurs at the top—the head—with physical growth gradually working its way down from top to bottom. An infant learns to use their upper limbs before their lower limbs.
The sequence in which physical growth and motor development start at the center of the body and move outward toward the extremities. For example, an infant can control their trunk and shoulder muscles before they can control their individual fingers.
The capacity for change and the ability of developmental pathways to be shaped, modified, or reorganized by experiences throughout the lifespan. This is illustrated by an adult's ability to successfully acquire a second language after age 30.
Piagetian concept of incorporating new information from the environment into pre-existing cognitive structures or schemes without changing them. For example, a child who knows what a dog is might call a newly encountered four-legged cat a 'dog'.
Piagetian concept of adjusting or modifying existing cognitive schemes to account for and fit new information and experiences. For example, a child creates a new category for 'cat' after realizing it does not bark like a dog.
Vygotsky's term for the range of tasks that are too difficult for a child to master alone but can be learned with the guidance and assistance of adults or more skilled peers. A child learns to solve a complex puzzle with step-by-step hints from a teacher.
Built-in, automatic, and involuntary reactions to external stimuli that have adaptive survival value for newborns. Examples include the rooting reflex, which helps the infant locate a nipple, and the sucking reflex for feeding.
Motor behaviors that involve large-muscle activities and whole-body movements, such as crawling, sitting, standing, and walking. These skills require postural control and balance to be executed successfully.
Finely tuned motor movements that involve small muscles, particularly hand-eye coordination and finger dexterity. Examples include grasping a toy, using a spoon, or writing with a pencil.
The perceptual recognition that an object's actual size remains the same even when its distance from the observer changes, altering the size of its image on the retina. Infants exhibit this ability around three months of age.
The degree of compatibility or match between an infant's inherent temperament and the environmental demands, expectations, and parental characteristics they must adjust to. A highly active child thrives when parents provide structured opportunities for physical play.
The cognitive limitation in Piaget's preoperational stage where a child is unable to distinguish between their own perspective and someone else's perspective. A child assumes that because they like a toy, their mother must want the same toy.
The preoperational belief that inanimate, non-living objects possess lifelike qualities, thoughts, intentions, and feelings, and can act or move on purpose. For example, a child might say that the sun is shining because it is happy.
An individual's global, evaluative dimension of the self, reflecting how satisfied, confident, and respectful they feel toward themselves. It is often supported in childhood by providing emotional support and helping children achieve goals.
An individual's belief in their own capability and competence to master a situation, perform a task, and produce favorable outcomes. A student with high self-efficacy believes they can pass a difficult exam if they study hard.
A brain-neuroendocrine process occurring in early adolescence that stimulates rapid physical and hormonal changes, leading to sexual maturation and dramatic increases in height and weight. This process is driven by hormones like testosterone and estradiol.
An aspect of adolescent egocentrism characterized by the non-realistic belief that others are as intensely interested in the adolescent's appearance and behavior as they are themselves. A teenager feels that everyone in the cafeteria is staring at their minor clothing stain.
An aspect of adolescent egocentrism involving a sense of personal uniqueness, invulnerability, and indestructibility. An adolescent believes that no one else has ever experienced love or pain the way they do, or that they are immune to the dangers of reckless driving.
A proposed stage of cognitive development beyond formal operations, characterized by thinking that is reflective, relativistic, contextual, provisional, realistic, and influenced by emotions. It allows adults to understand that the correct answer to a problem often depends on the situation.
Erikson's term for the desire and motivation of middle-aged adults to leave a legacy, contribute to the well-being of the next generation, and guide those who succeed them. This can be achieved through parenting, teaching, mentoring, or creative work.
A psychological construct that characterizes our relatively enduring patterns of thinking, feeling, and acting, which is unique to us and differentiates us from others. It organizes how we perceive and interact with our environment.
Personality assessment methods that rely on the interview format, where questions vary based on clinical or vocational contexts and are analyzed alongside behavioral observations. They offer rich qualitative data but suffer from lower reliability.
Standardized paper-and-pencil personality assessments, such as the MMPI-2 or NEO PI-R, that provide highly reliable and valid scores. They are structured but offer less open-ended qualitative detail than interviews.
Assessment tools designed to reveal unconscious thoughts and motives by asking individuals to interpret ambiguous stimuli. Classic examples include the Rorschach Inkblot Test and the Thematic Apperception Test (TAT).
A psychoanalytic technique where a patient expresses whatever comes to mind, regardless of how irrelevant or shameful it seems. This method is used in projective testing to allow unconscious motives to surface.
The biological, genetically determined aspect of personality that is observable in the behavioral styles of infants and young children. It forms the foundation upon which acquired personality traits are built.
The primitive, entirely unconscious component of personality that houses basic biological drives and impulses. It operates on the pleasure principle, demanding immediate gratification of its needs.
The conscious and preconscious executive branch of personality that operates on the reality principle. It mediates the conflicting demands of the Id, the Superego, and the real world by delaying gratification.
The moral and ethical arm of personality, developing around ages 4 to 5, which represents internalized societal rules and parental values. It strives for perfection and punishes violations with feelings of guilt.
Automatic, unconscious mental strategies deployed by the Ego to resolve conflicts between the Id and Superego, protecting the individual from anxiety. Overuse of these mechanisms can lead to psychological disorders.
An unconscious defense mechanism where the Ego banishes threatening thoughts, unacceptable impulses, or traumatic memories from conscious awareness to prevent overwhelming anxiety.
The conscious, deliberate attempt to push unacceptable thoughts, feelings, or urges out of immediate awareness. It is unique among defense mechanisms because it operates at the conscious level.
A healthy defense mechanism where socially unacceptable impulses, such as aggression or sexual drives, are unconsciously transformed into socially valued and productive behaviors, like sports or art.
A critical conflict occurring during the phallic stage of psychosexual development, where a boy experiences unconscious sexual desires for his mother and views his father as a rival. It is resolved by identifying with the father.
Carl Jung's concept of a shared, inherited segment of the unconscious mind that contains universal memories, symbols, and archetypes common to all human beings across cultures.
Alfred Adler's concept describing the universal feelings of inadequacy and weakness that humans are born with. The conscious effort to overcome this complex and achieve superiority is the primary driver of personality.
Albert Bandura's concept stating that an individual's internal cognitive factors (and personality), their behavior, and the external environment exist in a continuous, bidirectional relationship of mutual influence.
George Kelly's term for the cognitive hypotheses or mental lenses that individuals create to interpret, predict, and give meaning to events in their environment. These constructs are highly subjective and flexible.
The humanistic drive to realize one's full potential, grow personally, and find meaning in life. It sits at the very top of Abraham Maslow's hierarchy of needs.
Carl Rogers's term for showing complete acceptance, warmth, and love toward an individual, regardless of their specific behaviors. It is essential for healthy self-development and therapeutic growth.
The scientific assumption, first recognized by Sir Francis Galton, that all important individual differences in personality are eventually encoded into natural human languages across the globe.
One of the Big Five personality traits, characterized by emotional instability, low frustration tolerance, and a tendency to experience negative emotions like anxiety, worry, and distress.
Bireyin sosyal normlardan sapan, istatistiksel olarak nadir görülen, kendisinde yoğun stres ve huzursuzluk yaratan ve günlük yaşam işlevselliğini ciddi şekilde bozan tutum ve eylemler bütünüdür.
Sigmund Freud'un kişilik kuramında, haz ilkesine göre çalışan, mantık dışı, ahlak dışı ve anında doyum bekleyen bilinçdışı cinsellik ve saldırganlık dürtülerinin kaynağıdır.
Kişiliğin gerçeklik ilkesine göre çalışan rasyonel ve mantıklı parçasıdır; id'in arzularını sosyal olarak kabul edilebilir yollarla doyurmaya çalışırken süperegonun denetimini de dengeler.
Kişiliğin ahlaki, etik ve toplumsal değerleri temsil eden vicdan mekanizmasıdır; bireyin toplum kurallarına ve ideal ahlak prensiplerine uygun davranmasını zorunlu kılar.
Bireyin dış dünyadan gelen bilgileri organize etme, sınıflandırma ve şemalaştırma biçimidir; örneğin bir örümceği normal bir canlı veya dehşet verici bir korku nesnesi olarak algılama tarzıdır.
Bireyin günlük yaşam olayları, sağlık, para veya iş hakkında hiçbir somut neden yokken sürekli, aşırı ve kontrol edilemez bir felaket beklentisi ve endişe içinde olması durumudur.
Aniden ortaya çıkan, kalp çarpıntısı, nefes darlığı, göğüste sıkışma, baş dönmesi ve ölüm korkusu gibi yoğun fiziksel ve zihinsel belirtilerle karakterize edilen dehşet nöbetidir.
Bireyin acil bir durumda kolayca kaçamayacağı veya yardım alamayacağı açık alanlarda, kalabalık alışveriş merkezlerinde, tünellerde veya asansörlerde bulunmaktan duyduğu yoğun korkudur.
Bireyin iradesi dışında zihnine gelen, yoğun kaygı ve sıkıntı yaratan, kontrol edilemeyen, tekrarlayıcı ve rahatsız edici düşünce, dürtü veya imgelerdir.
Bireyin obsesyonların yarattığı yoğun kaygıyı geçici olarak azaltmak veya engellemek amacıyla yineleyici bir şekilde gerçekleştirmek zorunda hissettiği ritüelistik davranışlardır.
Bireyin vücut işlevlerine aşırı odaklanarak, tıbbi muayenelerde hiçbir fiziksel bulguya rastlanmamasına rağmen ciddi ve ölümcül bir hastalığa yakalandığına dair sarsılmaz bir inanç geliştirmesidir.
Bilinçdışındaki ağır psikolojik çatışmaların bedene aktarılarak, hiçbir fizyolojik veya nörolojik neden olmaksızın felç, körlük veya sağırlık gibi işlev kayıplarına yol açması durumudur.
Bireyin ani ve travmatik bir olay sonrasında tüm geçmiş kimlik bilgilerini unutarak evinden uzak bir yere plansız seyahat etmesi ve orada yeni bir kimlik benimsemesidir.
Dışarıda somut bir uyarıcı olmamasına rağmen, beş duyu organıyla bir şeyi varmış gibi algılama durumudur; olmayan sesleri duymak veya hayaller görmek buna örnektir.
Gerçeklikle bağdaşmayan, aksini gösteren tüm kanıtlara rağmen birey tarafından sarsılmaz bir şekilde inanılan mantık dışı inançlardır; takip edildiğini düşünmek buna örnektir.
Bireyin duygu durumunda aşırı taşkınlık, coşku ve hareketliliğin görüldüğü manik dönemler ile aşırı çökkünlük ve mutsuzluğun yaşandığı depresif dönemlerin birbirini izlediği ruhsal bozukluktur.
Toplumsal kuralları, yasaları ve başkalarının haklarını sürekli olarak hiçe sayma, yalan söyleme, manipülasyon yapma ve pişmanlık duymama ile karakterize edilen kişilik yapısıdır.
Bireyin kendi önemini aşırı abartması, sınırsız başarı ve güç fantezileri kurması, sürekli hayranlık beklemesi ve empati yeteneğinden tamamen yoksun olması durumudur.