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social cognitive 2
psych exam 3
| Question | Answer |
|---|---|
| personality can be explain through? | cognition |
| three main factors of social cognitive theory | beliefs, goals, evaluate standards |
| schemas | reasoned that people make sense of new experiences by interpreting events based on information they already have |
| complex knowledge networks | ideas that are often hard to put into words (ex. what does a guitar sound like) |
| self-schemas | highly developed, elaborate knowledge structures that contain knowledge of one's own personal qualities |
| self schemas influence how we... | interpret situations, impacts thoughts and feelings |
| self-schemas are unique... | across people |
| working self concept | different situational cues may cause different self-schemas to enter working memory |
| self concept is dynamic... | may shift as people interact with the social environment |
| What can self-schemas 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 |
| self enhancement may cause us to... | overestimate positive attributes, compare self to others who are not doing as well |
| self verification | the motive to maintain a consistent view of self |
| self verification may cause us to.. | seek out both positive and negative information, seek out people who hold a similar view of us |
| different levels of goals | higher vs. lower order goals |
| learning goals | goal is to learn something and increase ability and achievement |
| performance goals | goal is to perform well and receive positive evaluation |
| dweck's 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 |
| entity theory | intelligence is fixed |
| incremental theory | intelligence can be acquired |
| folks who have an entity view are more likely to... | set performance goals |
| carol dweck's growth mindset | individuals generally hold one of two mindsets about intelligence and talent: a fixed mindset or a growth mindset |
| growth mindset | believe that abilities and intelligence can be developed through effort, learning, and persistence |
| fixed mindset | believe that intelligence and talent are innate and unchangeable |
| self-evaluative standards | criteria people use to evaluate the goodness or worth of themselves and their actions |
| goals vs standards | goals aim for the future, standards used to evaluate present events |
| ideal self standards | i would like this |
| ought self standards | i should or need to do this |
| self discrepancy | discrepancies with different standards for self evaluations can lead to different emotions |
| ideal self discrepancies | sadness, dejection |
| ought self discrepancies | anxiety, agitation |
| self discrepancies are found to... | negatively impact immune system functioning |
| people who evaluate their actions through ideal standards tend to have a... | promotion approach to their activities |
| people who primarily evaluate themselves via ought standards tend to have a... | prevention approach |
| limitations of social cognitive theory | structure vs. process distinction not always clear, limited assessment tools; similar to trait theory, does not seek to fully explain cross-situational consistency |
| limitations of social cognitive theory: limited assessment tools | social cognitive theory= personality system in which cognitive and affective systems interact, theoretical variables often tested/ measured one at a time |
| clinical applications of social cognitive theory | cognitions influence feelings/ behaviors, psychopathology arises from distorted/ maladaptive thinking, distorted thoughts lead to problematic emotions and behaviors, potentially leading to further distorted thoughts, REBT, cognitive (behavioral) therapy |
| rational emotive (behavioral) therapy (REBT) | focuses on helping people identify and change irrational beliefs that lead to emotional distress and unhealthy behaviors |
| cognitive (behavioral) therapy | negative or distorted thinking patterns can lead to emotional distress and maladaptive behaviors, by changing these thought patterns, people can improve how they feel and act. |
| cognitive distortions: all or nothing thinking | sometimes called black and white thinking, if i am not perfect i failed, either i do it right or not at all |
| cognitive distortions: mental filter | only paying attention to certain types of evidence, noticing our failures by not seeing our successes |
| cognitive distortions: jumping to conclusions | two types: mind reading- imagining we know what others are thinking; fortune telling- predicting the future |
| cognitive distortions: over-generalising | seeing a pattern based upon a single event, or being overly broad in the conclusions we draw |
| cognitive distortions: disqualifying the positive | discounting the good things that have happened or that you have done for the same reason or another; that doesn't count |
| cognitive distortions magnification and minimisation | blowing things out of proportion, or inappropriately shrinking something to make it seem less important |
| cognitive distortions: emotional reasoning | assuming that because we feel a certain way what we think must be true; i feel embarrassed so i must be an idiot |
| cognitive distortions: labeling | assigning labels to ourselves or other people; im a loser, im completely useless, they are such an idiot |
| cognitive distortions: should, must | using critical words like 'should', 'must,' or 'ought' can make us feel guilty or like we have already failed; if we apply shoulds to other people the result is often frustration |
| cognitive distortions: personalization | 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:
camrynfoster