CHAPTER 11: ALBERT BANDURA AND WALTER MISCHEL Flashcards

1
Q

Social-Cognitive Theory.

A

Name given to Bandura and Mitchell’s theory because of its emphasis on the social and cognitive origins of human behaviour.

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2
Q

What is the explanation of the name “Social-Cognitive Theory” according to Bandura?

A

“The social portion of the terminology acknowledges the social origins of much human thought and action; the cognitive portion recognizes the influential causal contribution of thought process to human motivation, affect, and action.”

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3
Q

True or False: Social cognitive theory views the interaction between the person and the environment as high complex and individualistic.

A

True: Each individual brings to each situation the remnants of previous experience, which are used to deal with the present situation.

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4
Q

What is at heart of the Social-Cogntitive Theory?

A

The notion of observational learning.

The most important fact about observational learning is that it requires no reinforcement.

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5
Q

When was Albert Bandura born?

A

In mundane, a small town in the province of Alberta, Canada.

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6
Q

Who was Bandura’s parents?

A

Farmers of Polish heritage.

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7
Q

True or False: Bandura spent the summer working on the Alaskan highway.

A

True: Many of the men with whom he worked with had fled to Alaska to escape “creditors, alimony, and probation officers.”

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8
Q

How did working with others made Bandura feel?

A

“A keen appreciation for the psychopathology of everyday life.”

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9
Q

True or False: Bandura entered the University of British Columbia in 1946 and obtained his BA in 1949, with a major in psychology.

A

True: Afterwards, he went to the University of Iowa where he obtained his MA and his PhD.

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10
Q

Where did Bandura meet his future wife, Virgina Varns.

A

At the University of Iowa

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11
Q

Who were Bandura’s daughters?

A

Mary and Carol.

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12
Q

Who was Bandura’s first patient on the familial causes of aggression?

A

His first graduate student, Richard Walters.

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13
Q

Where was Walter Mischel born?

A

In Vienna, Austria, within walking distance of Freud’s house.

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14
Q

Why did Mischel move to the United States?

A

The Nazis invaded Austria.

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15
Q

Where did Mischel’s family settle?

A

In Brooklyn, New York.

Mischel attended primary and secondary school and earned a college scholarship.

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16
Q

True or False: Mischel was forced to work.

A

True: His father became ill, therefore, he worked as a stock boy, elevator operator, and assistant in a garment factory before he was finally able to attend New York University, where he pursued his interests in paining, sculpture and psychology.

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17
Q

How did Mischel strengthen his humanistic inclinations?

A

By reading existential philosophy and poetry.

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18
Q

How did George Kelly and Julian Rotter influence Mischel?

A

Rotter’s work emphasized the importance of experiences in human behaviour and Kelly stressed the importance of the formulation of mental concepts in dealing with the world.

Both Rotter and Kelly emphasized cognitive events in dealing with the current situations and deemphasized the importance of traits and early developmental experience.

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19
Q

How did Mischel observe that shme people have the ability to reject small, immediate rewards in favour of larger, but delayed rewards.

A

When living in a Trinidad village in the caribbean studying religious cults that practiced spirit possession.

He also observed that people with this ability to delay gratification had higher needs for achievement and showed more social responsibility.

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20
Q

True or False: Mischel neat taught for two years at the University of Colorado before joining the Department of Social Relations at Harvard University.

A

True: While at Harvard, his interests in personality theory and assessment were furthered by discussions with Gordon Allport.

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21
Q

What happened at Harvard?

A

Mischel met his future wife, Harriet Nerve, who was a graduate student in cognitive psychology.

The Mischels eventually had three daughters.

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22
Q

True or False: Mischel joined the faculty at Columbia University.

A

True: Mischel pursued his long-standing interests in delayed gratification, self-control, and the cognitive processes utilized by individuals in their interactions with the world.

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23
Q

Consistency of Human Behaviour.

A

Most personality theorists assumed that a person’s behaviour is fairly consistent over time and across similar situations.

It was assumed that how people act at one time in their lives will be more or less how they act at other times, and that they will tend to respond to similar situations in similar ways.

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24
Q

Provide an example of Consistency of Human Behaviour.

A

If a person is outgoing in one social situation, he or she will be outgoing in another situation and will continue to respond in that characteristic way throughout most of his or her life.

It was also assumed that scores o various personality tests and questionnaires would correlate significant with actual behaviour.

If a person scores high on a scale intended to measure introversion, he or she would tend to be introverted in social situations.

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25
Q

Psychoanalytic theory.

A

Attempted to account for consistency by postulating repressed experiences, complexes, fixations, or internalized values.

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26
Q

True or False: The conclusion of consistency can sometimes only be reached by a trained psychoanalyst.

A

True: It is assumed that sometimes extreme aggression really means passivity, love sometimes really means hate, and repulsion sometimes really means attraction.

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27
Q

How is Trait Theory and influence of consistency?

A

Explains why (for instance) a neat person tended to be neat in a wide variety of situation.

Learning theory emphasized the role of reinforcement.

Behaviour that was reinforced tended to persist and to transfer the situations similar to the one in which the reinforcement had occurred.

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28
Q

What was Mischel’s tasks of predicting the success of Peace Corps volunteers?

A

He found that standardized personality tests designed to measure traits were weak predictors of behaviour.

He found that people are better predictors of their own behaviour than the best available personality test.

29
Q

Personality and Aessement book by Mischel.

A

Reviewed many studies designed to measure consistency of behaviour across situations or to measure the relationship between performance on personality questionnaires and actual behaviour.

Typical correlation: 0.30.

30
Q

Personality Coefficient.

A

Mischel’s quantification of the amount of consistency found in human behaviour. He found that the correlation of behaviour across time, across similar situations, and between personality questionnaires and behaviour was about 0.30. This weak correlation suggested that human behaviour was not nearly as consistent as it had been widely assumed to be.

31
Q

Consistency Paradox.

A

According to Mischel, the persistent belief that human behaviour is more consistent than is indicated by experimental evidence.

32
Q

Why was the term Illusory Correlation created?

A

To describe the belief or perception that variables are correlated when, in fact, they are not.

33
Q

What is Mischels example of the term Illusory Correlation?

A

The belief that traits and behaviour are highly correlated is an example.

34
Q

True or False: It is practically impossible to predict how traits will manifest themselves in a person’s behaviour in any given situation.

A

True: Mischel seeks to clarify how the traits that an individual may possess actually contributes to that person’s behaviour

35
Q

What does “Person A, in situation X, tends to do Y’ mean?

A

Mischel remains opposed to making generalized predictions about people based on the traits they supposedly possess.

36
Q

True or False: Mischel believes that the degree of consistency previously thought to exist may actually be maladaptive and result in righty and incompetent social functioning.

A

True.

37
Q

What is Mischel’s major criticism of traditional personality theories?

A

They emphasize person variables and deemphasize situation variables.

38
Q

Person Variables.

A

Variables contained within the person that determine how he or she responds to a situation.

39
Q

Situation Variables.

A

Variables in the environment that provide the setting in which person variables manifest themselves.

40
Q

What did Mischel believe of situation variables?

A

He believes they have been overemphasized by certain behaviour theorists such as Skinner.

41
Q

How did Skinner’s attempt to explain behaviour?

A

In terms of environmental conditions, overlooking the significant contributions made by the person to his or own behaviour.

What is needed, Mischel states, is a theory that considered the contributions of both the person and the situation.

42
Q

Reciprocal Determinism.

A

Contention that person variables, situation variables, and behaviour constantly interact with one another. For example, the person influences the environment, the environment influences the person, and the consequences of one’s behaviour change both the person and the environment.

43
Q

What is an implication of Reciprocal Determinism?

A

People’s beliefs about themselves and the world will influence both how they behave and the environments in which they place themselves in.

44
Q

True or False: Feedback from behaviour and environmental experience will confirm or disconfirm peoples belief’s.

A

True: For example, a gregarious person believing that people are generally friendly will tend to respond warmly to strangers. Such positive responses tend to create an environment that encourages positive human interactions..
Thus, the person’s gregarious tehndency is confirmed and strengthened.

45
Q

Does Social-Cognitive Theory exclude person variables?

A

No, they are extremely important. The person variables postulated are not the traditional types such as traits, habits, and repressed experiences. Rather, they are beliefs, values, and information-processing strategies.

46
Q

Cognitive Social Person Variables (CSPV).

A

Those variables thought by Mischel to determine how a person selects, perceives, interprets, and uses the stimuli confronting him or her.

47
Q

CSPV Stage 1: Encoding Strategies: How We See Things.

A

Encoding strategies determine what aspects of the world are attended to and how they are interpreted.

People not only select different aspects of the environment to attend to, but they also assign different meanings to the stimuli selected.

48
Q

What did Mischel say about the “CSPV: Encoding Strategies: How We See Things” stage?

A

He says: “People differ greatly in how they encode (represent, symbolize) and group fnformation from stimulus inputs. The same “hot weather” that upsets one person may be a joy for another who views it as a chance to go to the beach. The same stranger in the elevator who is perceived as “dangerous” by one person may be seen as “attractive” but another.

49
Q

Encoding Strategies.

A

Cognitive social person variable that determines which aspects of the environment are selected for attention and how those aspects are interpreted by the individual.

50
Q

CSPV Stage 2: Expectancies: What We Think Will Happen.

A

The person variable for encoding strategies determines how one categorizes experience.

At some point, people must actually act on the environment.

The most important variable for actual performance is a person’s expectations.

51
Q

Behaviour-Outcome Expectancy.

A

Belief that acting a certain way in a certain situation will have a certain consequence.

Example: “If I act in this way, it will have the following result.”

52
Q

Expectancies.

A

Cognitive social person variable that determines how individuals anticipate events in their lives.

53
Q

What is an example of Expectancies?

A

If one hears that the job interviewer is especially impressed by assertiveness, one might expect that acting assertively would increase the probability of getting the job, and then would act on this newly formed expectancy.

54
Q

Stimulus-Outcome Expectancy.

A

Belief that one environmental event will be followed by another specific event that has been consistently associated with the first event in the past.

55
Q

What is an example of Stimulus-Outcome Expectancy?

A

If we hear a siren, we expect a speeding emergency vehicle will soon be seen; or noting that it is six o’clock and we expect that dinner will soon be available.

56
Q

Self-Efficacy Expectancy.

A

Expectancy one has concerning one’s ability to engage in effective behaviour.

57
Q

What is an example of Self-Efficacy Expectancy?

A

One’s ability to perform the behaviours required in a particular situation.

58
Q

Perceived Self-Effcacy.

A

What a person believes he or she is capable of doing.

59
Q

CSPV Stage 3: Subjective Values: What Is Worth Having Or Doing?

A

Even if a person has a strong behaviour outcome expectancy and a strong self-efficacy expectancy, he or she may decide not to translate those experiences into behaviour because what would be gained simply is not seem as worth the effort.

60
Q

Subjective Values.

A

Cognitive social person variable that detainees under what circumstances a person will translate what he has been learned into behaviour. Subjective values determine what is worth having or aspiring for, and what is not.

61
Q

What is an example of Subjective Values?

A

A student may know exactly what needs to be done to write an outstanding term paper, and may believe he or she has the ability to do what is necessary, but may decide that getting an A on a term paper is not worth the time and effort.

62
Q

CSPV Stage 4: Self-Regulatory Systems and Plans: How Do We Attain Our Goals?

A

According to social-cognitive theory, human behaviour is largely self-regulated. Performance standard are established, and when actual performance meets or exceeds those standards, one feels good; when it does not, one feels bad.

63
Q

Intrinsic (internal) Reinforcement.

A

Self-reinforcement

64
Q

Extrinsic (external) Reinforcement.

A

Reinforcement that results from sources outside of the person.

65
Q

Self-Regulatory Systems and Plans.

A

Cognitive social learning person variable that determines the circumstances under which an individual experiences self-reinforcement and self-punishment. This variable also determines the setting of future goals and the foundation of plans (strategies) used in attaining those goals.

66
Q

What is an example of Self-Regulatory Systems and Plans?

A

The goal of obtaining a college degree is met by doing well in high school, graduating from high school, applying for admission into a college, surviving the first term in college, and so on. Thus, social-cogntitive theory views much human behaviour as technological, that is, purposive.

67
Q

CSPV Stage 5: Competencies: What We Are Capable Of Doing.

A

Through observational learning, the person acquires information about the physical and social worlds and his or her relationship to them.

The person develops skills, concepts, and problem-solving strategies that are actively sued in dealing with the environment.

68
Q

Competencies.

A

Cognitive social person variable that describes what a person knows and what he or she is capable of doing.