Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
psych exam 3
social cognitive
| Question | Answer |
|---|---|
| how does social cognitive theory differ from other personality theories? | rooted in behavioral/learning theory - shifted to include unique human ability related to cognition believes psychoanalysis overemphasizes unconscious drives& early childhood experiences |
| social cognitive theory questions | trait theory's explanation of personality in overall, average tendencies and characteristics |
| evolutionary psychology cannot adequately explain | changes in human social life and culture |
| social cognitive rejected | behavioral idea that environmental stimuli fully controls behavior |
| social cognitive theory also incorporated | advances in knowledge from other fields of psychology |
| main tenets of the social cognitive theory | ppl are active agents in their environment are social origins of behavior cog processes play role in development emphasizes avg behavioral tendencies and idiographic tendencies/variability in behavior learn complex patterns w/o reward |
| walter mischel marshmallow test | children who engaged in effective cognitive strategies were more successful in delaying |
| the ability to delay gratification is | socially learned, children exposed to models who set high standards of performance for self‐reward tend to model this behavior more so than children exposed to models with lower standards for reward |
| social cog structure | expectancies and beliefs, personal goals, behavioral standards, competencies and skills |
| competencies and skills | variations in personality can arise from differences in skills, kills assist in solving problems and carrying out solutions, two types of competencies, skills are context specific, skills are acquired through social interaction and observations |
| two types of competencies | Declarative knowledge (stated in words) Procedural knowledge (cognitive and behavioral capabilities) |
| skills are context specific | different contexts present different challenges that require different competencies |
| beliefs | thoughts about what the world is actually like |
| expectancies | thoughts about what things probably will be like in the future |
| expectancies strongly determine | actions and emotions like: Behavior of other people Rewards and punishments after doing something Own ability to manage stress and challenges |
| we naturally | discriminate among situations and expect different opportunities, rewards, and constraints |
| we differ | in the way we perceive situations, develop expectations about the future, and display behavior patterns |
| goal | mental representation of the aim of an action or course of actions: tied to human ability to think about the future motivates and directs behavior allows for self control |
| goals are often organized | in a hierarchal system |
| higher order goal | get into grad school |
| lower order goal | get good grades |
| lower order aims | study adequately for exams and attend classes |
| standard | a criterion for judging the goodness or worth of a person, thing, or event |
| evaluative standards are how we acquire | criteria for evaluating events and how these evaluations influence our emotions and actions - |
| evaluative standards are personal standards related to | the self strongly influence motivation and performance |
| self-evaluative reactions | the satisfaction or dissatisfaction we feel when we meet or violate our own standards |
| self reinforcing | we reward or punish ourselves |
| to justify "immoral" behavior, we... | sometimes disengage from our standards |
| self efficacy beliefs | expectations of self also important in personality development |
| perceived self‐efficacy | people's perceptions of their own capabilities for action in future situations, important to achievement and well-being |
| Higher self‐efficacy | more likely to decide to attempt difficult tasks, display persistence, to be calm, and to organize thought analytically |
| lower self‐efficacy | less likely to attempt valuable activities, may give up easily, tend to become anxious, and less analytical in thought |
| self efficacy beliefs are distinct from | self-esteem and outcome expectations |
| if self-efficacy is low... | potential rewards may not motivate |
| Research reveals that self-efficacy beliefs impact a number of areas | selection effort, persistence, and performance emotion coping |
| selection | Self‐efficacy beliefs influence the goals individuals select |
| effort, persistence, and performance | Higher self‐efficacy beliefs associated with greater effort and persistence, and better performance |
| emotion | Folks with higher self‐efficacy beliefs approach tasks with better moods |
| coping | Higher self‐efficacy beliefs associated with better stress management |
| social cog theory processes | reciprocal determinism cognitive affective process system (CAPS) model |
| reciprocal determinism | Three factors influence personality development: behavior, personality characteristics, environment causality of personality development is reciprocal – each determinant mutually influence one another |
| CAPS model | systems perspective of personality dynamics there are three features |
| 3 features of CAPS model | cognitive and emotional personality variables are seen as being complexly linked to one another, different “situational features” activate different aspects of the overall personality system, behavior varies from one situation to another |
| cognitive and emotional personality variables are seen as being complexly linked to one another | thoughts about one's goals may trigger thoughts about skills, which in turn trigger thoughts about self‐efficacy, all of which may affect one's self‐evaluations and emotions |
| different “situational features” activate different aspects of the overall personality system | a conversation about politics may activate different aspects of the personality than a conversation about sports |
| entity theorists believe | intelligence is fixed |
| incremental theorists believe | intelligence can be acquired |
| promotion approach focuses on | more focus on "promoting" well-being and positive outcomes |
| prevention approach focuses on | more focus on "preventing" a negative outcome |
| social cog theory: growth and development | how people develop new skills and knowledge over time |
| observational learning or modeling | our cognitive capacities enable us to learn complex forms of behavior by observing a model performing these behaviors |
| we form | internal mental representations of the behavior we have observed |
| we don't just mimic a specific action... | we learn broader, general rules for behavior |
| vicarious conditioning | learning emotional reactions by observing others |
| bobo doll experiment: criticisms | imitation rather than learning, not commonly known that children were shown toys they could NOT play with, bobo doll was designed to be hit, small sample sizes, reinforced stereotypes |
| how are humans motivated | self-regulation: we motivate ourselves by setting personal goals, strategizing, and evaluating and modifying our behavior |
| self-regulation includes | Reducing environmental distractions and emotional impulses High expectations of self‐efficacy to get through challenges |
| humans are also motivated by | Anticipation of satisfaction with desired accomplishments and dissatisfaction with insufficient accomplishments provide incentive for continued effort - a highly cognitive process |
| bandura and cervone found that | feedback about performance can be critical to motivation |
| what is a person and what psychological qualities make humans unique? | we use language to reason about the world, we contemplate the present but also consider the past and future, we can self-reflect |
| personality can be explained through | cognition (how we think) |
| schemas were first introduced by | immanuel kant |
| immanuel kant reasoned that | people make sense of new experiences by interpreting events based on information they already have |
| schemas are | complex knowledge networks; ideas that are often hard to put into words |
| self schemas | highly developed, elaborate knowledge structures that contain knowledge of one's own personal qualities, unique across people |
| self schemas influence | how we interpret situations; impacts thoughts and feelings |
| self schemas and motivations | self schemas can influence the information we seek out and the conclusions we make about self and others |
| two self-based motives | self-enhancement self-verification |
| self-enhancement | the motive to maintain a positive view of self, may overestimate positive attributes, may compare self to others who are not doing as well |
| self-verification | the motive to maintain a consistent view of self, may seek out both positive and negative information, may seek out people who hold a similar view of us |
| different levels of goals | higher vs lower order goals |
| different types of goals | we may think differently about our goals |
| carol dweck and colleagues introduced idea of | learning vs performance goals |
| learning | goal is to learn something and increase ability and achievement |
| performance | goal is to perform well and receive positive evaluation |
| dwecks research shows that | performance goals, when combined with low self-efficacy, can negatively influence performance, as opposed to learning goals |
| implicit theories | ideas and beliefs about various concepts that may lead some to choose performance over learning goals |
| self-discrepancy | discrepancies with different standards for self-evaluations can lead to different emotions |
| ideal self discrepancies | sadness, dejection more strongly associated with sadness |
| ought self discrepancies | anxiety, agitation more strongly associated with anxiety |
| limitations of social cog theory | structure vs process distinction is not always clear - more research is needed to elaborate limited assessment tools - theoretical variables often tested/measured one at a time does not seek to fully explain cross-situational consistency |
| clinical applications of social cog | there is no one, unified clinical social cog theory cognitions influence feelings and behaviors |
| clinical applications of social cog: therapies | rational emotive (behavioral) therapy - REBT: Ellis cognitive (behavioral) therapy - CBT: Beck |
| rational emotive (behavioral) therapy - REBT: Ellis | helps people challenge irrational beliefs to change unhealthy emotional and behavioral responses |
| cognitive (behavioral) therapy - CBT: Beck | form of talk therapy that focuses on how a person's thoughts, feelings, and behaviors are interconnected |
| social cog view of psychopathology | arises from distorted or maladaptive thinking, distorted thoughts can lead to problematic emotions and behaviors - potentially leading to further distorted thoughts |
| cognitive distortions | inaccurate or irrational thought patterns that can negatively impact a person's perception of reality, emotions, and behavior |
| all or nothing thinking | Seeing situations in black-and-white terms, without considering gray areas |
| overgeneralization | seeing a pattern based upon a single event, or being overly broad in the conclusions we draw |
| mental filter | only paying attention to certain types of evidence |
| jumping to conclusions | mind reading - imagining we know what others are thinking fortune telling - predicting the future |
| disqualifying the future | discounting the good things that have happened or that you have done for some reason or another |
| magnification and minimalization | blowing things out of proportion or inappropriately shrinking something to make it seem less important |
| emotional reasoning | assuming the because we feel a certain way what we think must be true |
| labelling | assigning labels to ourselves or other people |
| should, must | using critical words like 'should', 'must' or 'ought' can make us feel guilty or like we have already failed |
| personalisation | blaming yourself or taking responsibility for something that wasn't completely your fault conversely, blaming other people for something that was your fault |
Created by:
leh195