CHAPTER 13: GEORGE KELLY Flashcards
1
Q
Where was George Alexander Kelly born?
A
On a farm near Perth, Kansas, on April 28, 1905 as the only child.
2
Q
What happened to Kelly’s father?
A
He had been a Presbyterian minister, but because of poor health, he gave up the ministry and turned to farming.
3
Q
What did Kelly’s early education consist of?
A
Attending a one-room schoolhouse and being tutored by his parents until the age of 13.
4
Q
What happened to Kelly at the age of 13?
A
He was sent to Wichita, where he eventually attended four high schools.
5
Q
What happened after Kelly’s graduation from high school?
A
He enrolled in the Friends University in Wichita, a Quaker school.
6
Q
What happened to Kelly during University?
A
He moved to Park College in Markville, Missouri, where he earned his BA degree in physics and mathematics.
7
Q
What interested Kelly in his first psychology class?
A
When the instructor discussed “stimulus-response” psychology.
8
Q
Why did Kelly switch his major to educational sociology and a minor in labor relations?
A
His plan to have a career in engineering would not allow him to deal with social problems.
9
Q
By the time Kelly obtained his PhD in psychology, what had Kelly already studied?
A
Physics, mathematics, sociology, education, labour relations, economics, speech pathology, cultural anthropology, and biometrics.
10
Q
How was Kelly remembered by his students and colleagues?
A
As a warm, accepting person.
Fun fact: Kelly rose to invite an entire gathering to his house for dinner. Nearly 100 individuals accepted the offer.
11
Q
How did Kelly “play it by ear?”
A
Kelly started as a clinical psychologist with no formal clinical training.
Kelly was confronted by people with problems, and because he had no clinical skills, had to improvise his own techniques.
12
Q
What did Kelly believe in?
A
That a person’s present personality need not be tied to his or her past.
13
Q
Phenomenologist
A
Phenomenologists believe that intact conscious experience should be psychology’s focus of attention.
The important thing to study is a person’s individual conscious experiences, without breaking them down into component parts of attempting to determine their origin.
14
Q
Why was Kelly labeled as a phenomenologist?
A
He studied intact conscious experience.
He was only interested in such experience in relationship to objective reality.
Kelly was interested in how thought processes were used while interacting with the environment.
15
Q
Why is Kelly’s theory labeled as cognitive?
A
It emphasizes mental events.
His theory stresses how people view and think about reality.
16
Q
Why is Kelly’s theory considered as existential?
A
It emphasizes the present and the future.
It assumes that humans are free to choose their own destinies.
17
Q
What does existentialism argue?
A
That humans are free and future oriented, that their subjective feelings and personal experience are extremely important, and that they are concerned with the meaning of life.
18
Q
Why is Kelly’s theory humanistic?
A
Because it stresses the human capacity for improvement.
19
Q
What did Kelly and the humanists believed in?
A
That humans sought, and were capable of, better personal, sociological, and international conditions.
20
Q
Why did Kelly believe his theory was ‘too fluid to be pinned down by verbal labels?”
A
He rejected the notion that his theory was cognitive and speculated about writing “another short book to make it clear that I wanted no part of cognitive theory.”
21
Q
How did Kelly see the humanistic movement?
A
As “fizzling out” due to its opposition to scientific experimentation.
22
Q
What was a scientists’ main goal?
A
To reduce uncertainty.
23
Q
What did Kelly believe about scientists?
A
Similar to scientists, all humans are attempting to clarify their lives by reducing uncertainty, and therefore the distinction between the scientist and the nonscientists if not a valid one because all humans are scientists.
24
Q
Personal Construct
A
Used by individuals to construe or interpret, explain, give meaning to, or predict experiences.
25
Construct
An idea that a person uses when attempting to interpret his or her own personal experience.
A mini scientific theory, in that it makes predictions about reality.
26
Are constructs usually verbal labels?
Yes. A personal applies such verbal labels to environmental events and then tests it with subsequent experience with those events.
27
What does it mean by “we view two events as similar while a third is seen as different."
Person A and person B may be seen as similar because they are both friendly, but person C is different because she is mean.
28
Construct System
Corresponds fairly closely to reality as largely a matter of trial and error.
29
Personality
Refers to the collection of constructs that constitute his or her construct system at any given time.
30
Constructive Alternativism
The ability to choose among several constructs when interacting with one’s environment.
Gives a person more freedom in interactions and a way to revise their constructs, and personality, if needed.
31
What is the fundamental postulate in Kelly’s theory?
“A person’s processes are psychologically channelized by the ways in which they anticipate events.”
An individual’s activities (behaviour and thoughts) are guided in certain directions by the personal constructs used to predict future events.
32
What did Vaihinger and Adler believe with Kelly?
That subjective reality was a more important determine of behaviour than objective reality.
33
Construction Corollary
A person anticipates events by constructing their replications.
34
Example of Construction Corollary
A friendly person will tend to remain friendly; day follows night; it tends to be cold in winter; and the physical objects in one’s environment will tend to remain in place-- for instance, the refrigerator probably will still be in the kitchen tomorrow.
No two events are exactly the same. It is on the basis of these themes that constructs are formed and that predications about the future are made.
35
Individuality Corollary
Persons differ from each other in their construction of events.
36
Example of Individuality Corollary
Not only is beauty in the eye of the beholder, so is everything else.
Reality is what we perceive it to be.
This is a restatement of Kelly’s notion of constructive alternatives, which says that we are free to construe events as we wish.
37
Organization Corollary
Each person characteristically evolves, for his convenience in anticipating events, a construction system embracing ordinal relationships between constructs.
38
Example of Organization Corollary
Not only do individuals differ in the constructs they used to construct events, but they also differ in how they organize their constructs.
The construct extrovert-introvert subsumes such constructs as likes people--dislikes people and likes parties--dislikes parties.
39
Superordinate Construct
General construct that subsumes other constructs.
40
Subordinate Construct
Construct that are subsumed under a more general construct.
41
Dichotomy Corollary
A person’s construction system is composed of a finite number of dichotomous constructs.
42
Example of Dichotomy Corollary
One might say that males and females are similar in that they are both humans. This, in turn, implies that some organisms are not humans, for example, apes.
For one person, one pole of a construct may be beautiful and the contrasting pole may be insensitive. For another person, beautiful might be contrasted with ugly. For still, another person, beautiful might be contrasted with unsexy.
43
Slot Movements
The abrupt shifting from the use of one pole of a construct to its opposite that is often precipitated by stress.
44
Choice Corollary
A person chooses for himself that alternative in a dichotomized construct through which he anticipates the greater possibility for extension and definition of his system.
45
Example of Choice Corollary
The person can either be safe or take a risk.
If one applies previously effective constructs to a new but similar experience, one is merely seeking further validation of one’s construct system.
46
Definition of a Construct System
Choice of a construct in construing a situation, that has already been successful in construing similar situations.
Such a choice has the effect of further validating one’s construct system.
47
Extension of a Construct System
Choice of a construct, in a construing situation, that has never been tried.
Such a choice has the potential effect of extending one’s construct system so that it is capable of assimilating a greater range of experience.
48
What happens when choosing the Definition or Extension Construct System?
One is torn between security and adventure.
One can make safe predictions or one can attempt to expand one’s construct system, thereby making an ever-increasing number of experiences understandable.
49
Range Corollary
A construct is convenient for the anticipation of a finite range of events only.
50
Range of Convenience
Finite range of events to which a particular construct is relevant.
51
Example of Range of Convenience
A construct such as hot versus cold cannot be applied to a situation that requires a good versus bad judgement.
52
Focus of Convenience.
Events within the range of convenience of a construct to which that construct is maximally significant.
53
Example of Focus of Convenience
If one is being followed by a stray dog, the construct of danger--safe may be a useful one to employ in construing the situation.
The construct of danger--sale would be employed, and the notion of every dangerous would be the focus of convenience within that construct’s range of convenience.
54
Experience Corollary
A person’s construction system varies as he successively construes the replications of events.
55
Example of Experience Corollary
If one experiences several romantic rejections in a row, but does not begin to see the themes in them, they do not affect his constructs and are insignificant.
Experience alone is not the best teacher, but the active construing of experience is.
56
Modulation Corollary
The variation in a person’s construction system is limited by the permeability of the constructs within whose range of convenience the variants lie.
57
Permeable Construct
Construct that easily assimilates new experiences.
58
Example of Permeable Construct
A person’s construct nice people--awful people might be defined in terms of certain individuals, nice people consisting of a circle of close friends and awful people consisting of everyone else.
Such a person is not open to experience because one pole of the construct nice people--awful people is not permeable.
Thus, a person who has several permeable constructs will be in a better position to extend his or her construct system than a person who has an abundance of impeccable constructs will.
59
Fragmentation Corollary
A person may successively employ a variety of construction subsystems which are inferentially incompatible with each other.
60
Example of Fragmentation Corollary
One may act differently because the situation has changed, one’s constructs have changed, or the organization of one’s constructs has changed.
61
Commonality Corollary
To the event that one person employs a construction of experience which is similar to that employed by another, his psychological processes are similar to the other person.
62
Example of Commonality Corollary
Two people can have the same physical experiences but construe them differently.
63
Sociality Corollary
Two the event that one person construes the construction processes of another, he may play a role in a social process involving the other person.
64
Why was the concept of role important to Kelly’s theory?
Kelly considered a role as a consistent way of behaving that is in accordance with the expectations of others.
65
Example of Sociality Corollary
If a man wants to play the role of husband to his wife, he must first understand her expectations for the construct husband and then act accordingly.
66
Role Construct
Awareness of another person’s exceptions. In a sense, a role construct involves seeking the world through someone else’s eyes.
67
CPC Cycle
Characterizes the actions of a person confronted with a novel situation.
68
What are the three phases of the CPC Cycle?
1. Circumspection
2. Preemption
3. Control
69
Circumspection Phase
The phase of the CPC cycle in which a person ponders several constructs that might be useful in construing a novel situation.
70
Example of Circumspection Phase
My fault or other driver’s fault. Vehicle damage or no vehicle damage. Injury or no injury.
71
What happens during the Circumspection Phase?
The person ponders several propositional constructs that could possibility used to interpret the situation.
The thinking during this phase is hypothetical and tentative, and might be labeled cognitive trial and error.
72
Propositional Construct
Construct that is cognitively tested as one that might be useful in construing a situation.
73
Preemption Phase
The phase of the CPC cycle in which people decide which construct to use to construe a novel situation.
74
Example of Preemption Phase
Deciding on the construct of “my fault” or “the other driver’s fault."
75
What happens during the Preemption Phase
The person chooses from all the constructs considered in the preceding phase the one construct that seems especially relevant to the situation.
A person cannot go on contemplating the situation forever; he or she must choose a strategy for dealing with the experience.
76
Control Phase
The phase of the CPC cycle in which people choose a pole of the construct chosen in the preemptive phase of the cycle and acts in accordance with that pole.
77
Example of Control Phase
Let us say that we choose to accept responsibility: We exchange insurance information, check on the well-being fo the other driver, and apologize for following too closely.
The whole idea is to control the situation.
If the course of action is successful, the construct “my fault--other driver’s fault” will be validated and will thus tend to dominate our thinking if we are, at some later time, in another traffic accident.
78
What happens during the Control Phase?
The person decides which pole of the dichotomous construct chosen during the preemption phase is more relevant to the situation.
79
Creativity Cycle
Is employed when a person seeks innovative solutions to problems or a fresh way of construing experiences.
80
What are the 3 phases of Creativity Cycle?
1. Loosened Construction Phase
2. Tightened Construction Phase
3. Test Phase
81
Loosened Construction Phase
Creative thinking involves a loosening of one’s construct system.
A loosened construct system allows carrying alignments of elements and constructs.
82
Example of Loosened Construction Phase
Bananas can be thought of as blue, loud, or intelligent.
A teacher can be thought of as a paintbrush, a door stopper, or a hat.
83
What does a Loosened Construction Phase Allow for?
Cognitive experimentation and innovative, sometimes even absurd, ways of thinking.
84
Tightened Construction Phase
Once an idea that may be useful is discovered during the Loosened Construction Phase, the cognitive experimentation must stop and the idea must be evaluated.
This tests their creative hypotheses in the preceding stage.
85
Test Phase
Once their creative hypothesis is discovered during the Loosened Construction Phase, a test is submitted and if validated by subsequent experience, it is retained as part of one’s construct system.
If not, it is discarded and the creativity cycle is repeated.
86
Why did Kelly disagree with the traditional views of motivation?
He thought they looked on humans as naturally inert and therefore in need of being set in motion by something.
87
Motivation
For Kelly, a synonym for life.
88
How is Kelly motivated?
For no other reason than he is alive.
89
What are the two types of Motivational Theories?
1. Push Theories
2. Pull Theories
90
Push Theories
We find such terms as drive, motive or even stimulus.
Also called Pitchfork Theories
91
Pull Theories
Use such constructs such as purpose, value, or need.
Also called Carrot Theories
92
Jackass Theory
Nature of the animal himself.
Description of Kelly’s theory because it claimed that motivation is inherent to human nature.
There is no need to postulate events that push or pull humans into action.
93
Anxiety
When a person realizes that the circumstances they are experiences or facing are not covered by their current construct system.
94
Example of Anxiety
The extent to which our predictions are invalid is the extent to which we experience anxiety.
Anticipatory acts: suspecting something may happen so the person will close their eyes to prefer not to see outcome.
95
Hostility
Closely related to anxiety and can be a reaction to the anxiety experienced when one’s predictions are incorrect.
96
Example of Hostility
When anxiety is inevitable, one may refuse to accept this fact and attempt to demand validation from the environment, such demands characterize hostility.
Example of a man who became violence with his wife when she asked him for a divorce, an idea he could not tolerate.
97
Aggression
Used as a way to extend one’s construct system rather than define it.
He or she chooses to seek adventure rather than security.
He or she desires to expand his or her construct system so that it includes an increasing range of events.
Opposite of hostility.
98
Example of Aggression
An attempt to expand one’s construct system to an ever-increasing range of events.
99
Guilt
The feeling that accompanies a shift from one’s core role structure.
100
Core Role Structure
Refers to the roles we play while interacting with the relevant individuals and groups in our lives.
101
When does Guilt arise according to Kelly?
Guilt arises when the individual becomes aware that he is alienated from the roles by which he maintains his most important relationships to other persons.
102
Example of Guilt
If a man construes his relationship with his wife as loving, reliable, and caring, eh will feel guilty if he acts in an unloving. unreliable, and uncaring way toward her.
103
Threat
An individual’s realization that their core structures have changed.
104
Core Structures
Used to make sense out of life.
They become the heart of our belief system.
105
Example of Threat
If a person looked out her window in the middle of the summer and saw snow, she would feel threatened.
106
Fear
Fear results when a peripheral element of one’s construct system is invalidated rather than one’s core constructs.
107
Example of Fear
A person may experience fear if a previously friendly dog growls at him.
108
Unconscious
Constructs with low cognitive awareness.
109
What are the 3 types of constructs with Low Cognitive Awareness?
1. Preverbal
2. Submerged
3. Suspended
110
Preverbal Construct
Are formed early in life, before language is available.
Used to construe one’s experiences.
111
Submergence
Situation in which one pole of a construct is used, but the other pole tends not to be. The unused pole is said to be submerged or unconscious.
112
Example of Submergence
Believing that all people are good or everything is living.
113
Suspension
An experience has low cognitive awareness because it is incompatible with one’s current construct system.
114
Example of Suspension
If one’s construct system is changed so it can assimilate the experience, it (the experience) will enter full awareness; that is, it will no longer be suspended.
115
Learning
The constant alteration of one’s construct system with the goal of increasing its predictive efficiency.
116
Reinforcement
Replaced with the concept of validation.
117
Validation
Results when a construct or a construct system successful anticipates an experience.
118
What must be one’s primary goal in life according to Kelly?
To reduce uncertainty by accurately predicting future events: “Confirmation and disconfirmation of one’s predications have greater psychological significant than rewards, punishments, or drive reduction.”
119
Psychotherapy
Provides a person with an opportunity to examine and reformulate his or her construct system.
Psychotherapy trains people to be better scientists.
120
Role Construct Repertory Test
Identifies the constructs a client uses to construe the relevant people in his or her life.
121
Why was the Role Construct Repertory Test made?
It was a tool that Kelly used to learn about his clients’ construct systems.
122
Credulous Attitude
Assumption that the information provided by clients about themselves can be trusted as accurate and valid.
123
Self-Characterization
Sketch that Kelly sometimes had his clients write about themselves (in the third person) in order to learn what constructs they used to construe themselves and other people.
124
According to Kelly, what was a way for clients to explore different ways of construing?
Have themselves pretend that they are different people.
125
Fixed-Role Therapy
The therapist presents the client with a personality sketch and asks the client to act it out, just as an actor would play a part in a play.
To enhance the development of new constructs, the personality of the person (the client) is asked to play, is markedly different from the client’s own personality.
