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social cognitive
psych exam 3
| Question | Answer |
|---|---|
| how does the social cognitive theory differ from other theories? | it brings in knowledge from other fields of psychology |
| social cognitive theory view of the person | we use language to reason about the world, we contemplate the present but also consider the past and future, we can self-reflect |
| contrasting theories of social cognitive theory | psychoanalysis emphasizes animalistic drives/instincts, behaviorists viewed people as machine-like |
| main tenants of the social cognitive theory | ppl active agents in environment, social origins of behavior, cognitive processes play role in development, behavioral/ idiographic tendencies in behavior, ppl learn complex patterns of behavior w/out reward, developmental processes occur thru life span |
| four structural concepts of social cognitive theory | competencies and skills, expectancies and beliefs, behavioral standards, personal goals |
| variations in personality can arise from... | differences in skill |
| what do skills assist in | solving problems and carrying out solutions |
| two types of competancies | declarative knowledge and procedural knowledge |
| skills are? | context specific |
| skills are context specific meaning? | different contexts present different challenges that require different competencies |
| What are skills acquired through? | social interactions and observations |
| beliefs | thoughts about what the world is actually like |
| expectancies | thoughts about what things probably will be like in the future |
| actions and emotions are strongly determined by? | our expectancies |
| examples of expectancies | behavior of other people, rewards and punishments after doing something, own ability to manage stress and challenges |
| we naturally _____ among situations and expect different opportunities, rewards, and constraints | discriminate |
| what makes up personality? | the way we perceive situations, develop expectations about the future, and display behavior patterns |
| perceived self efficacy | people's perceptions of their own capabilities for action in future situations |
| what is important to achievement and well being? | self-efficacy |
| 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 |
| what happens if self-efficacy is low? | potential rewards may not motivate |
| areas that self-efficacy beliefs impact | selection, effort, persistence, and performance, emotion, coping |
| how does self efficacy impact selection? | influence the goals individuals select |
| how does self efficacy impact effort, persistence, and performance? | higher self efficacy beliefs associated with greater effort and persistence, and better performance |
| how does self efficacy impact emotion? | folks with higher self-efficacy beliefs approach tasks with better moods |
| how does self efficacy impact coping? | higher self efficacy beliefs associated with better stress management |
| goal | a mental representation of the aim of an action or course of actions |
| what is a goal tied to? | the human ability to think about the future |
| what does a goal do? | motivate and direct behavior, allow for self-control |
| what are goals often organized in? | a hierarchical system |
| standard | a criterion for judging the goodness or worth of a person, thing, or event |
| evaluative standards | how we acquire criteria for evaluating events and how these evaluations influence our emotions and actions |
| self-evaluative reactions | the satisfaction or dissatisfaction we feel when we meet or violate our own standards |
| self-reinforcing | we reward or punish ourselves |
| sometimes we "disengage" from our standards to... | justify "immoral behavior" |
| two theoretical principles related to the dynamics of personality | reciprocal determinism, cognitive affective process system (CAPS) model |
| three factors (or determinism) influence personality development | behavior, personality characteristics, environment |
| cognitive affective process system (CAPS) | systems perspective of personality dynamics |
| three features of cognitive affective process system (CAPS) | cognitive and emotional personality variables are seen as being complexly linked to one another, different "situational features" activate different aspect 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 meaning | 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 |
| according to reciprocal determinism, causality of personality development is... | reciprocal- each determinant mutually influences one another |
| observational learning or modeling | our cognitive capacities enable us to learn complex forms of behavior by observing a model performing these behaviors |
| vicarious conditioning | learning emotional reactions by observing others |
| bobo doll experiment criticisms | imitation rather than learning (no instructions), not commonly known that children were shown toys they could not play with, designed to be hit (would this translate to live models), small sample sizes, reinforced stereotypes |
| how are humans motivated? | self regulation, anticipation of satisfaction with desired accomplishments and dissatisfaction with insufficient accomplishments, feedback about performance |
| self regulation | we motivate ourselves by setting personal goals, strategizing, and evaluating and modifying our behavior |
| 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 |
| what strongly influences delayed gratification? | anticipated consequences |
| marshmallow test | children who engaged in effective cognitive strategies were more successful in delaying |
| what is albert bandura famous for? | bobo doll experiment |
| what is walter mischel famous for? | marshmallow test |
Created by:
camrynfoster