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TOP Ch. 14
| Question | Answer |
|---|---|
| all knowledge and personality comes from experience; only as a person with a tabula rasa/blank slate encounters reality do they begin to acquire experiences and build their personality | empiricism |
| any two things become mentally associated into one if they are repeatedly experienced close together in time | associationism |
| the motivation - people learn for two reasons: to seek pleasure and avoid pain | hedonism |
| decreased response to a repeated stimulus | habituation |
| learning through association between stimuli | classical conditioning |
| characterized by feelings that you have no control over the situation that is causing the problem (Nothing I do matters, avoidance and withdrawal, generalized pessimism | learned helplessness |
| learning through consequences of behavior | operant conditioning |
| the change of a behavior as a function of experience | learning |
| stimulus that naturally produces a desired response --> response naturally occurring in the presence of said stimulus | unconditioned stimulus (US) --> unconditioned response (UR) |
| previously neutral stimulus paired with US --> response occurring in the presence of paired stimulus | conditioned stimulus (CS) --> conditioned response (CR) |
| people in a state of LH tend to view the problem as ____ - they see themselves as the problem | personal |
| people in a state of LH tend to view the problem as ____ - affecting every part of their life | pervasive |
| people in a state of LH tend to view the problem as ____ - unchangeable | permanent |
| How does learned helplessness shape personality? | passivity, pessimistic thinking, low self-efficacy, increased anxiety and depression |
| something that follows a behavior that makes the behavior more likely to occur in the future | reinforcement |
| something that follows a behavior that makes the behavior less likely to occur in the future | Punishment |
| types of reinforcement: presents appetitive stimulus, removes noxious stimuli, behavior avoids/prevents noxious stimuli | positive, escape, active avoidance |
| types of punishment: add noxious stimuli, remove appetitive stimulus | positive, negative |
| The behavior you are most likely to perform at a given moment/by default resides at the top of your habit hierarchy/become part of your personality; your least likely behavior is at the bottom (rewards and punishments) | Dollard and Miller's Habit Hierarchy |
| The basic assumption is that behavioral decisions are determined by Expectancy = the presence or size of reinforcements (will this work; what are my chances of success?) and Value = beliefs about what the results of behavior are likely to be | Rotter's expectancy value theory |
| High expectancy + high value = | more likely to try and persist |
| Low expectancy + high value = | more likely to give up or not try |
| learning a behavior by seeing someone else do it without being directly rewarded or punished | observational learning |
| : you must NOTICE the behavior Dramatic, unusual, or powerful models (teacher, president, class clown) capture attention more easily | attention |
| you must be able to STORE what you saw in memory Remembering how the coach demonstrated a skill or how a classmate answered a question | retention |
| you have the ABILITY to perform the behavior You might know how to give a good presentation but struggle to actually perform it first | reproduction |
| : you must WANT to perform the behavior Seeing others get rewarded, wanting a reward, or wanting to avoid punishment can motivate you to act | motivation |
| personality connection with observational learning | Over time, we notice others’ behaviors remember them practice them repeat the ones that bring rewards These stable patterns become a part of our PERSONALITY |
| personality connection with expectancy value theory | Repeated patterns of expectancy + value feeds into traits like motivation, optimism, pessimism, helplessness, pessimism |
| how you interpret and make sense of situations. | perception |
| recent experiences make certain thoughts more likely; usually temporary | priming |
| concepts that are constantly primed and re-primed (thoughts you return to again and again); automatically and quickly activated across many situations; patterns of what is easily activated in your mind can become part of our personality | chronic accessibility |
| A personality disposition where individuals are more likely to expect, perceive, and strongly react to rejection; triggered by any indication, even an ambiguous one, that rejection may be imminent | rejection sensitivity |
| universal across people (needs for achievement, power, affiliation (connection with others), give “broad strokes” about personality (e.g., competitive vs. cooperative), not unique details of an individual’s personality, everyone wants these to some degree | nomothetic goals |
| Goals that are unique to the individuals who pursue them and reveal more about their distinctive personality | idiographic goals |
| goals you are actively thinking about right now (Eric Klinger); time-limited, half a dozen repeatedly come to mind, emotionally arousing | current concerns (what's on your mind now) |
| efforts and sets of actions that people put into achieving their goals (Brian Little); different for people with similar personality traits | personal projects (what are you doing) |
| long-term, abstract goals that can organize broad areas of a person’s life (Robert Emmons); reflect deeper motivations and core themes of personality, more stable than CC's or PP's | personal strivings (why) |
| prove ability or avoiding looking incompetent; focus on EVALUATION and COMPARISON | judgment goals |
| Helplessness, Threat to self-worth, “I am just not good at this.” Outcomes: Giving up, Avoiding challenges; more anxiety, low confidence, more avoidant tendencies | responses to failure due to judgment goals |
| learn, grow, develop skills; focus on IMPROVEMENT | developmental goals |
| Mastery, Feedback…, “I need to try a different approach.”; Outcomes: More persistence, Greater resilience; more resilient and growth mindset | responses to failure due to developmental goals |
| individuals assume that the worst is likely to happen and have a negative but still motivating approach – my strategy will hopefully help me avoid almost certain doom | pessimistic strategy |
| individuals set low expectations and imagine worst-case outcomes to over-prepare, manage anxiety, increase self-control and improve performance; more dread, worry, and negative anticipation, less enjoyment of life, persists b/c of good performance | defensive pessimistic strategy |
| individuals assume that the best will happen and approach their goals with high/cheerful expectations – If I do my part, all will be well | optimistic strategy |
| rejection sensitivity develops often from repeated experiences of ____, making rejection-related thoughts HIGHLY ACCESSIBLE | Criticism from parents/teachers Peer rejection Breakups |
| The self-reinforcing cycle | Expect rejection Interpret ambiguous events as rejection React strongly (get upset, pull away, lash out) Actually experience more rejection Original belief is reinforced |
| Tendency to interpret others’ actions as intentionally harmful; can come from past bullying, frequent conflict, aggressive/hostile parenting, repeated experiences of being threatened | hostile attribution bias |
| HAB and RS: how to change | slow down, reconsider the situation, and choose a different behavior; conscious, purposeful thinking can interrupt the automatic response |
| are the ends that one desires (what you want). | goals |
| are the means or plans that the individual uses to achieve their goals (How you get there); specific methods or plans people use to pursue their goals | strategies |
| Strategies reflect personality because | they show how people typically approach challenges (organized vs. disorganized, persistent vs. avoidant, proactive vs. reactive, conscientious vs. unregulated). These patterns are part of personality. |
Created by:
alumesi