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PSYC 332 > Chapter 15: The Cognitive Approach > Flashcards

Chapter 15: The Cognitive Approach Flashcards

1
Q

the cognitive approach

A

explains differences in personality as differences in the ways that people process information

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2
Q

how does the personal construct theory begin?

A

with the man-the-scientist perspective

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3
Q

man-the-scientist perspective

A

argues that like scientists, people constantly generate and test hypotheses about their world in order to predict and control as many of the things in our lives as possible

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4
Q

how do we satisfy our need for predictability according to personal construct theory?

A

by engaging in a process similar to template-matching

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5
Q

Template-matching

A

our ideas about the world are similar to templates that we place over the events we encounter

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6
Q

what happens if our ideas match the template?

A

we retain the template

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7
Q

what happens if our ideas don’t match the template?

A

we modify them so that we have a better prediction for the next time and try to increase our repertoire of constructs

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8
Q

personal constructs

A

the cognitive structures we use to interpret and predict events

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9
Q

personal constructs among people

A

No two people use identical personal constructs or organize them identically

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10
Q

how are personal constructs described?

A

in a bipolar fashion

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11
Q

bipolar

A

classified in an either-or fashion (ex. Tall or short)

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12
Q

how does personal construct theory explain differences in personality?

A

Differences in personality result largely from differences in the way people construe the world

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13
Q

how do we organize personal constructs?

A

The ways we organize and use personal constructs are practically endless

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14
Q

George Kelly’s life

A
  • Studied mathematics and physics
  • Was an active member of an intercollegiate debate team and developed a keen ability to challenge arguments
  • Described his first psychology course as boring and unconvincing
    Was highly skeptical of Freud
  • When working with patients during the Great Depression, found that what they really needed was an explanation for what had happened to them and an ability to predict what would happen to them in the future
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15
Q

why did Kelly believe that people suffered from psychological problems?

A

Argued that people suffer from psychological problems because of defects in their construct systems.

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16
Q

Kelly on anxiety

A
  • Placed anxiety at the heart of most psychological problems
  • We become anxious when our personal constructs fail to make sense of the events in our lives
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17
Q

how should we understand personality and behaviour according to cognitive personality psychologists?

A

Cognitive personality psychologists maintain that the elements between the stimulus and response are key to understanding personality and behaviour

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18
Q

kinds of cognitive-affective units

A
  • encodings
  • expectations and beliefs
  • affects
  • goals and values
  • competencies and self-regulatory plans
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19
Q

encodings

A

categories (constructs) for encoding information about one’s self, other people, events, and situations

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20
Q

expectations and beliefs

A

expectations for what will happen in certain situations, for outcomes for certain behaviours, and for one’s personal efficacy

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21
Q

affects

A

feelings, emotions, and emotional responses

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22
Q

goals and values

A

individuated goals an values, and life projects

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23
Q

competencies and self-regulatory plans

A

perceived abilities, plans, and strategies for changing and maintaining one’s behaviour and inner states

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24
Q

when do we develop a cognitive representation of ourselves?

A

at a very early age

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25
Q

function of cognitive representations

A

Cognitive representations of ourselves play a central role in the way we process information and interact with the world

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26
Q

self-schemas

A

cognitive representations of ourselves that we use to organize and process self-relevant information

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27
Q

what do self-schemas consist of?

A

behaviours and attributes that are most important to oneself

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28
Q

self-schemas across people

A
  • Elements that constitute self-schemas vary from person to person
  • Thus, we process information about ourselves differently
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29
Q

common elements of self-schemas

A

Basic elements like one’s name, information about one’s physical appearance, and information about significant relationships are present in nearly everyone’s self-schemas

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30
Q

athleticism and self-schemas study

A

Those who incorporate elements about being physically fit in their self-schemas are more likely to stick with regular exercise programs than those who do not

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31
Q

traits and self-concepts

A

Trait concepts can be part of one’s self-schema

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32
Q

prosociality and self-schemas study

A

Elementary school students with prosocial as part of their self-schema were more likely to give valuable tokens to others than children

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33
Q

sexual desire and self-schemas study

A

Men and women whose self-schemas included sexuality reported higher levels of sexual desire and stronger romantic attachments

34
Q

simpatico and self-schemas study

A

Latin Americans were more likely than White Americans to include simpatico (an interpersonal style emphasizing hospitality and graciousness) in their self-schemas

35
Q

how do psychologists determine a client’s self-schema

A

they look at how people perceive and use information presented to them

36
Q

making schema judgments study

A

People with strong independence schemas were more likely to quickly agree with independence-related adjectives but took longer to respond to the dependence-related adjectives. People with strong dependence responded in the opposite pattern. Schematics showed no difference in making these judgments

37
Q

function of self-schemas

A

Self-schemas provide a framework for organizing and storing schema-relevant information

38
Q

self-reference study

A

when participants answered questions about themselves, they were more likely to remember the information than when the question was processed in other ways

39
Q

what does the self-reference study provide evidence for?

A

a self-schema

40
Q

the self-reference effect

A

we often relate new information we encounter to something about ourselves

41
Q

example of the self-reference effect

A

students are more likely to remember friends’ birthdays if they’re closer to their own

42
Q

possible selves

A

cognitive representations of the kind of person we might become someday

43
Q

what do possible selves include?

A

roles and occupations we aspire to as well as the roles we fear we might fall into

44
Q

Two functions of possible selves

A
  • Provide incentives for future behaviour
  • Help us to interpret the meaning of our behaviour and the events in our lives
45
Q

possible selves and behaviour

A
  • Behaviour is influenced by cognitive representations of the present and future self
  • Provide incentives for future behaviour
  • Helps to interpret the meaning of behaviour and events in our lives
  • Researchers use possible selves to study varied behaviours
46
Q

possible selves and juvenile delinquents study

A

more than ⅓ of juvenile delinquents had developed a criminal possible self, while very few of them possessed possible selves for more conventional goals

47
Q

gender and possible selves studies

A
  • Female high school and college students are less likely than males to see themselves in traditionally masculine roles in the future
  • University women are less likely than men to have a possible self that includes a career in math, science, or business
  • Male students are less likely than women to see themselves in careers related to arts, culture, and communication
48
Q

combatting gender roles and possible selves studies

A
  • High school girls who have female friends interested in science and who receive encouragement from their peers are more likely to develop a scientist possible self
  • Having same-gender role models in a career helps students develop possible selves in that field
49
Q

strengths of the cognitive approach

A
  • Many of the ideas were developed through empirical research findings
  • It fits well with the current mood of psychology
50
Q

criticisms of the cognitive approach

A
  • The concepts are sometimes too abstract for empirical research
  • We might not need to introduce these concepts to account for individual differences in behaviour
  • Lack of a general model
51
Q

what influence the cognitive perspective?

A

Kurt Lewin’s Field of Theory of Behaviour

52
Q

Kurt Lewin’s Field of Theory of Behaviour

A

argues that life space behaviour is a function of the person and their cultural environment

53
Q

psychological field

A

the total sum of all forces and influences that can impact a person’s behaviour. It incorporates situational, cultural, and social elements

54
Q

life space

A

represents a person’s unique experience and reality. It includes their feelings, thoughts, perceptions, goals, and experiences

55
Q

psychology of personal constructs

A
  • Published by George Kelly
  • The premise of many approaches identified as cognitive
56
Q

goals of the man/woman-the-scientist perspective

A
  • Observe
  • Explain
  • Predict
  • Control
57
Q

Kelly on living things

A

emphasizes the creative capacity of living things to represent their environment, as opposed to simply reacting to it

58
Q

constructs

A

patterns we create in our mind and attempt to fit over the realities of the world

59
Q

why do we test constructs?

A

for the ability to predict what will happen in our lives

60
Q

using constructs to evaluate the world

A

With sufficient time and experience, and if we are willing to learn from our mistakes, we can evaluate all of our interpretations of the world we live in

61
Q

fundamental postulate

A

a person’s processes are psychologically channelized by how they anticipate events

62
Q

individuality corollary

A
  • People differ from each other in their construction of events
  • Two people cannot play the same role in a situation
  • They will therefore interpret the event differently
63
Q

organization corollary

A

when faced with conflict, there may be solutions that contradict one another

64
Q

how are constructs applied according to personal construct theory?

A
  • Application of the first construct is followed by other bipolar constructs
  • This determines the extent of the blackness or whiteness
65
Q

how do people make sense of the world according to personal construct theory?

A

Initial thoughts of people to make sense of others and their initial behaviour

66
Q

do people with the same constructs view the world the same way?

A

no, individuals may use the same constructs and construe the world differently

67
Q

what do people do when they have an inadequate construct?

A

they general a new construct to replace it

68
Q

cognitive-affective units

A
  • Elements between the stimulus and response
  • Constitute to individual differences in people
  • Part of a complex system that links situations people encounter with their behaviour
69
Q

what explains individual differences in cognitive frameworks according to the cognitive approach?

A

differences in people’s mental representations

70
Q

accessing stored information & behaviour

A
  • Individuals differ in the manner they access stored information
  • Thus, people react to the same situation differently
71
Q

self-concept over time

A

Relatively stable over time

72
Q

self-concept and information processing

A

Plays a central role in the way people process information

73
Q

self-schemas and behaviour

A

People behave differently due to individual differences in self-schemas

74
Q

cogntive psychotherapy

A

Helps people recognize inappropriate thoughts and replace them with appropriate ones

75
Q

goal of cognitive psychologists

A

to teach clients how to deal with future and recurring problems

76
Q

limitation of cognitive psychotherapy

A

Limited to psychological problems that are based in irrational and self-defeating thinking

77
Q

who developed rational emotive therapy?

A

Albert Ellis

78
Q

rational emotive therapy

A

People become depressed, anxious, and upset due to faulty reasoning and reliance on irrational beliefs

79
Q

A-B-C process

A
  • Activating experience
  • Irrational belief
  • Emotional consequence
80
Q

Goals of rational emotive therapy

A
  • Clients must see their irrational beleifs and identify the fault in reasoning
  • To replace irrational beliefs with rational ones
81
Q

examples of obvious irrational beliefs

A
  • Because I strongly desire to perform important tasks competently and successfully, I absolutely must perform them, well at all times.
  • Because I strongly desire to be approved by people I find significant, I absolutely must always have their approval.
  • Because I strongly desire people to treat me considerately and fairly, they absolutely must at all times and under all conditions do so.
  • Because I strongly desire to have a safe, comfortable, and satisfying life, the conditions under which I live absolutely must at all times be easy, convenient, and gratifying.
82
Q

examples of subtle and tricky irrational beliefs

A
  • Because I strongly desire people to treat me considerately and fairly, and because I am almost always considerable and fair to others, they absolutely must treat me well.
  • Because I strongly desire to have a safe, comfortable, and satisfying life, and because I am a nice person who tries to help others lead this kind of life, the conditions under which I live absolutely must be easy, convenient, and gratifying.

PSYC 332 (12 decks)

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