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PSYC 332 > Chapter 16: The Cognitive Approach: Relevant Research > Flashcards

Chapter 16: The Cognitive Approach: Relevant Research Flashcards

1
Q

how does aggression begin according to the general aggression model?

A

Aggression begins with a social encounter that has the potential to trigger aggression

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2
Q

what influences how we react to aggression?

A

the kind of person we are and the situation we are in

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3
Q

when is aggression more likely?

A

when the situation includes provocation, frustration, or encouragement to act violently

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4
Q

when are personal and situational factors relevant in determining aggressive behaviour?

A

Personal and situational factors are relevant only to the extent that they activate aggression-related thoughts and emotions

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5
Q

when do violent acts become a real possibility?

A

When aggressive thoughts enter people’s awareness and remain easily accessible

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6
Q

what activates aggressive thoughts and emotions?

A

Any aspect of the situation that we associate with violence

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7
Q

video game avatars and aggression study

A

Both men and women were more aggressive after playing a violent video game with a male avatar than a female avatar, presumably because people are more likely to associate men with violence

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8
Q

violent song lyrics and aggression study

A

Exposure to violent song lyrics increases aggressive thoughts and feelings

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9
Q

hostile associations across people

A

Some people are more prone to make hostile associations with situations they encounter than others

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10
Q

cognitions in highly aggressive people

A

Highly aggressive people have a well-developed and easily accessible network of hostile cognitions

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11
Q

aggressive cognitions and violent TV

A

People who watch a lot of violent movies and TV bring aggression-related thoughts into awareness more easily than those who have not been exposed to a lot of violent media images

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12
Q

behaviour scripts

A

represent the ways to act that we have learned and sometimes practiced

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13
Q

where are behaviour scripts located?

A

among hostile cognitions

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14
Q

how do we learn aggressive scripts?

A

by watching aggressive models

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15
Q

what aggressive scripts are we more likely to act out?

A

ones that we have practiced

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16
Q

when are we more likely to act out an aggressive behavioural script?

A
  • if it’s more accessible
  • if we ruminate about the events that led to the aggressive thoughts
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17
Q

automatic aggression and behavioural scripts

A
  • A lot of aggression takes place in an automatic or impulsive manner
  • In these cases, highly accessible aggressive scripts can be particularly dangerous
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18
Q

cognitive scripts of violent-prone people

A

Violence-prone people continue to revisit provoking incidents, keeping their aggressive scripts highly accessible in their minds

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19
Q

Conditions that make hostile cognitions more accessible

A
  • Anger
  • Alcohol
  • Frustration
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20
Q

aggression and interpreting situations

A

Aggressive conditions also trigger the way we interpret situations

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21
Q

general aggression model

A
  1. social encounters
  2. person & situation
  3. hostile, thoughts, and emotions & aggression scripts
  4. appraisal & decision
  5. thoughtful or impulsive action
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22
Q

aggression in boys vs. girls

A

Adolescent and preadolescent boys are much more likely than girls to engage in physical aggression

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23
Q

reactive aggression

A

the angry and aggressive way that some people respond to mild frustration

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24
Q

reactive aggression and radio study

A
  • boys with a history of reactive aggression were more likely to see the act of another student breaking their radio as international and hostile than nonaggressive boys
  • The aggressive boys had chronically accessible hostile thoughts that led them to interpret harmless acts as threatening
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25
Q

interventions for reducing reactive aggression

A

Several intervention programs are designed to reduce reactive aggression by changing a child’s aggression-related cognitions

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26
Q

Fast Track intervention study

A
  • At-risk students placed in a Fast Track condition from grades 1-10, which included home visits and an enrichment program were significantly less likely to commit antisocial acts like assault and theft
  • The reduction in antisocial behaviour was associated with changes in the student’s thoughts
  • Students in the Fast track program were less likely to attribute a classmate’s actions to something provocative
  • Students in the Fast Track program were also better able to think of constructive solutions to social problems and were better able to recognize the bad outcomes that were likely to follow if they became physically aggressive
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27
Q

Fast Track intervention study 10 years later

A

At age 26, Fast Track participants showed lower levels of aggression and lower testosterone reactivity when provoked

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28
Q

memory in men vs. women

A
  • Men and women do not differ in their ability to memorize and recall information
  • But, there are differences in what men and women remember
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29
Q

what do women remember better?

A

Women recall significantly more personal events than men (both positive and negative)

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30
Q

what do men remember better?

A

Men did better at recalling the facts they had learned in school or read about

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31
Q

men vs. women’s self-relevant information

A
  • Genders differ in the extent to which self-relevant information is associated with emotions and the extent to which information about themselves is connected with information about personal relationships
  • Women are more likely than men to encode information about themselves in terms of emotions
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32
Q

men vs. womens’ cognitive link between emotional memories

A

The cognitive link between emotional memories is stronger for women

33
Q

men vs. womens’ childhood emotional memories

A

Women recall more emotional memories from childhood

34
Q

mens’ vs. womens’ descriptions of important life events

A

When women write about important events in their lives, they are more likely than men to describe emotional experiences

35
Q

womens’ emotional experiences and depression

A

This might explain why women suffer from depression more than men (they remember sad experiences more often)

36
Q

self-construals in men vs. women

A
  • Men develop independent self-construals
  • Women develop interdependent self-construals
37
Q

Independent self-construals

A

self-concepts that are relatively unrelated to the cognitive representations they have for other people

38
Q

Interdependent self-construals

A

self-concepts that are highly related to the cognitive representations they have of others and their relationships with those people

39
Q

accessibility of relationship information in men vs. women

A

information involving relationships is more accessible to women because of their interdependent self-construals

40
Q

how do men vs. women describe themselves?

A
  • women include more statements about their roles as parents and family members when describing themselves
  • This trend applies to elementary and high school students
41
Q

how do men vs. women describe themselves in pictures?

A

Women’s photographs that “describe themselves” are more likely to include other people than men’s

42
Q

men vs. womens’ memories of group schemas

A

women remembered a series of words processed through their best friend and group schemas better than men

43
Q

men vs. womens’ recalling of stories

A
  • stories told by wives from married couples were more vivid and contained more details than those described by the husbands
  • when asked to recall events, women were more likely to recall experiences that had to do with social relationships
44
Q

cognitive explanation for depression

A

Depressed people remember sad experiences more easily and have difficulty keeping themselves from generating one depressing thought after another

45
Q

depressive cognitive triad

A

three types of depressive thoughts that people with depression experience

46
Q

three parts of the depressive cognitive triad

A
  1. Have negative thoughts about themselves
  2. Are pessimistic about the future
  3. Tend to interpret ongoing experiences in a negative manner
47
Q

depression as a vicious cycle

A

Cognitive psychologists argue that negative thoughts can cause people to become depressed, leading to a vicious cycle

48
Q

what people are the happiest according to cognitive psychologists?

A

The happiest people are those who pay attention to positive information, dismiss negative information, and interpret ambiguous information as positively as possible

49
Q

what kind of outlook do most people have on life?

A

unrealistically positive

50
Q

negative schema

A

a cognitive structure containing memories about and associations with depressing events and thoughts

51
Q

People with negative schemas tend to:

A
  • Attend to negative information
  • Interpret ambiguous information in a depressing way
  • Recall depressing memories easily
  • Often associate current sad experiences with sad incidents from their past
52
Q

depressed patients and word recall study

A

depressed patients remembered the depression-associated words better, whereas two groups of non-depressed people and patients recalled the other words better

53
Q

negative schemas and memories

A

People processing information through a negative schema have greater access to the depressing memories stored there

54
Q

recalling memories in depressed patients study

A
  • most of the memories people recalled during the depressed period were unhappy ones.
  • However, when they are less depressed, they recall happier experiences
  • The same pattern is found when depressed people are asked to think about the future
55
Q

how do depressed people interpret ambiguous information?

A

in the most negative light possible

56
Q

interpreting information in depressed patients studies

A
  • They dwell on what they did wrong and fail to give themselves enough credit for what they did right
  • They selectively pay attention to negative information while ignoring or downplaying positive information
57
Q

interpreting feedback and depression study

A

82% of depressed patients chose to look at unfavourable feedback, significantly more than nondepressed patients

58
Q

negative schemas and depressive symptoms

A

Negative schemas go hand-in-hand with other depression symptoms

59
Q

negative schemas and depression recovery

A
  • When people recover from an episode of depression, their symptoms decline, but the underlying cognitive network often remains in place
  • This makes them vulnerable to future bouts of depression
60
Q

depressed patients and music study

A

depressed patients showed an increase in negative thoughts simply after listening to a sad piece of music

61
Q

cognitive view on the cause of depression

A
  • Negative life experiences alone are not enough to produce depression
  • How we interpret the event and attribute negative experiences are important
62
Q

attributional style

A

stable ways that people explain the causes of negative events

63
Q

characteristics of people with negative cognitive style

A
  • Attribute problems to stable and global causes
  • Anticipate the most dreadful consequences possible
  • Believe that the problems they encounter are the result of their own personal shortcomings
64
Q

result of negative cognitive style

A

it makes people particularly prone to depression

65
Q

stability of negative cognitive style

A

Is fairly stable over time

66
Q

negative cognitive style and depression

A

People with a negative cognitive style are sometimes described as having a cognitive vulnerability to depression

67
Q

battered women and depression study

A

found that battered women with a negative cognitive style suffered from depression and other symptoms of trauma more than other women who did not rely on this style of thinking

68
Q

earthquake victims and depression study

A

people with a negative cognitive style were more likely to be depressed after a severe earthquake than those who do not have this cognitive style

69
Q

longitudinal negative cognitive style and depression study

A

found that students who were identified as high risk for depression based on their negative cognitive style were much more likely to experience at least one episode of major depression over 2.5 years

70
Q

how do adolescents who typically rely on a negative cognitive style to deal with their stressors respond?

A

they are more likely to respond by becoming depressed

71
Q

pessimistic cognitive styles across cultures

A

collectivist cultures have more pessimistic cognitive styles

72
Q

attributions across cultures

A

people in individualistic cultures are more likely to attribute their successes to their efforts and failures to other people or unfortunate circumstances than people in collectivist cultures

73
Q

explanations for depression across cultures

A

The link between cognitive style and depression may be affected by culture

74
Q

Aggressive cognitions

A
  • Trigger aggressive behaviour scripts
  • Affect the way people interpret situations
75
Q

reactive aggression in boys

A
  • Some boys respond in angry and aggressive ways to even mild frustrations or provocations
  • They possess chronically accessible hostile thoughts that lead them to interpret harmless acts as threatening
76
Q

how can we explain differences in memory?

A

by the way people process self-relevant information

77
Q

self-construal

A

the extent to which someone views themselves as independent or dependent on others

78
Q

depressive thoughts vs. feelings

A

Depressing thoughts are tied to depressing feelings

79
Q

depressive schema

A

a cognitive structure containing memories about depressing events and thoughts

PSYC 332 (12 decks)

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