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Psych2550A - Personality > Chp 7 - Cognitive and Social-Cognitive Approaches > Flashcards

Chp 7 - Cognitive and Social-Cognitive Approaches Flashcards

1
Q

Cognitive and Social-Cognitive

A
  • Traditional learning perspectives too limited
  • Social learning
  • Cognition important (Matter what we think, how cognitive processes have impact on us)
  • What matters most is how you perceive and think about the world around you.
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2
Q

Kurt Lewin’s Field Theory (3)

A
  • We try to understand the world around us:
  • What matters is how we perceive, analyze information
  • Gestalt perspective applied to personality and social psychology
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3
Q

Kurt Lewin’s Field Theory Style

A

Life Space
* All the internal and external forces (e.g. mood, physiological forces, environment) that act on an individual
* Behaviour caused by interaction among elements life space
* May be distinct and separate or overlap

Contemporaneous causation
* Behaviour caused at the moment of its occurrence by forces (internal/ex) acting at that moment

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4
Q

Cognitive Style (4)

A
  • ways of acquiring, organizing, using information elements
  • Field Dependence
  • Cognitive Complexity
  • Learning Style
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5
Q

Cognitive Style: Field Dependence, tests for it (2)

A

Rod-and-Frame Test: Adjust the line to vertical

Embedded Figures Test: locate the sample shape within the more complex image

  • field dependent
  • field independent
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6
Q

Field Independent

A
  • Prefer solitary play
  • Not as influenced by content
  • Tend to focus on detail
  • More analytical
  • Emphasise autonomy
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7
Q

Field Dependent

A
  • Prefer social play
  • Sensitive to context
  • More eye contact
  • Closer proximity (sit/stand closer to you)
  • Tend to be more holistic, intuitive
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8
Q

Cognitive Style: Cognitive Complexity

A

Extent to which one uses and is comfortable with greater number of separate elements

Low Cognitive Complexity:
- See world in simpler, more absolute terms
- Prefer straightforward solutions
- Prefer certainty

High in cognitive complexity:
- Comfortable with complex solutions, don’t mind a question with multiple answers…

  • Tend to be long-lasting, difficult to change due to behaviours reinforces cognitive style
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9
Q

Learning Style

A

How you acquire, organize, use information
influences how you interact with the world
- holistic/ analytic
- verbal/ visual representation

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10
Q

Schema

A
  • Cognitive structure to organise knowledge
  • Influence what we expect, notice, and remember
  • Asked to recall what was in the room of the office, people tend to recall it, eg. Pen
    But fail to recall what we don’t expect , e.g a skull, due to our schema
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11
Q

Script

A

Schemas for familiar events

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12
Q

Stereotype

A

Application of categorization to others based on a group membership
- “They are a musician”, think of a particular stereotype

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13
Q

George Kelly

A

Constructive Alternativism
Personal Construct Theory
Person as Scientist
The Primacy of Cognition
REP (Role Construct Repertory Test)

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14
Q

Constructive Alternativism

A

“We assume that all of our present interpretations of the universe are subject to revision or replacement.”

We construct our own interpretations of reality and
behave according to those interpretations

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15
Q

Personal Construct Theory: The Person as Scientist

A

Perception influenced by personal constructs
(How you at, explain, interpret the words, Rules, guidelines, categories you use)

We:
* See how people behave and interact
* Detect relationships among events
* Test hypotheses
* Form theories
* Reach conclusions

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16
Q

Personal Constructs

A

We develop personal constructs, concepts with maximum predictive value
*Behaviour influenced by anticipation
*Cognitive and emotional elements
*Continuously revise our personal constructs

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17
Q

The Fundamental Postulate

A

Anticipation from construct determines
- thoughts
- emotions
- actions

We prepare for events that we anticipate
(Take actions to prepare for things that will happen, emotional state leading up to the event )

Compare the outcome to the anticipated:

  1. Validation
    - If event as anticipated, then construct strengthened: validation
    - Was the event as fun as I thought?
  2. Invalidation
    - If not, construct revised: invalidation
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18
Q

Personal Construct Theory: Healthy Development

A

Healthy people validate their personal constructs; they are good scientists
Don’t match up, then revise personal construct

Eventually get to point of anticipating situations accurately
- Prepare our emotional states
- Behave appropriately over wide range of situations

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19
Q

Personal Construct Theory: Unhealthy Development

A

When outcome and anticipation don’t match
(But also don’t change, don’t revise construct)

  • Maintains invalid constructs
  • construct vague: Disorganised, inconsistent, easily shaken

Anticipation is inconsistent:
Behaviour:
- also not line up to the situation
- Change abruptly

20
Q

The Role Construct Repertory (REP) Test

A

*Assesses personal constructs
*Lists of others in the person’s life
- Will ask to dev a list of individuals who you consider important

*Three persons are selected
*How are two similar and different from the third

The reason the person gives for similarity, contrast reflects the construct
e.g. sis/mom/teacher

*Repeated for different triads
*Provides a qualitative impression, no standardized scoring
*Draw attention to personal constructs
*REP Test especially sensitive to differences between Real and Ideal Self

21
Q

Social Intelligence

A
  • Knowledge and skills relevant to interpersonal situations
  • Includes Emotional Intelligence (EI)
22
Q

Emotional Intelligence

A

Multiple models, Goleman’s most referenced
1. Perceiving emotions
2. Using emotions as a tool
3.Understanding emotions
4.Managing emotions

23
Q

EI: Perceiving emotions

A

Accurately detect emotions from facial expressions, pictures, voices, cultural artifacts, including one’s own emotions. Most basic.

24
Q

EI: Using emotions as a tool

A

Match emotions to current tasks

25
Q

EI: Understanding emotions

A

Comprehend complicated relationships among emotions, how emotions change over time

26
Q

EI: Managing emotions

A

Regulate emotions in ourselves and others to achieve intended goals

27
Q

Explanatory Style: Optimism/Pessimism

A

Optimists:
* Life satisfaction
* Stress coping
* Health (Good predictor of life span: high in optimism)

28
Q

Explanatory Style: Learned Helplessness

A

If you put an individual in unavoidable, inescapable, random aversive consequences
*Learn to be helpless
*Develop profound emotional apathy
*May be accompanied by learned hopelessness

Punishment arise randomly:
- The wide range of behaviours are punishes
- Anything they do is punished
- Learned not to behave

e.g. War prisoners/ victims of domestic abuse
Don’t leave after being held in prison/ home

Pessimistic explanatory style
*permanent (“it will never change”)
*personal (“it is my fault”)
*pervasive (“everything is bad, there is nothing positive in my life”)
Not gonna do anything to change the situation

29
Q

Explanatory Style: Learned Hopefulness

A

If you can learn to be hopeless, can you learn to
be hopeful?
Learned Hopefulness
*Positive expectations for the future
*Based on positive interpretations of events, self-enhancing appraisals
*Learned optimism

30
Q

Explanatory Style: Locus of Control

A

general expectation about our relationship to
the world

What’s in control of what happens to you? What’s your relationship with the world?
-Internal
-External

Development associated with family style

Internal LoC:
* Emphasis on effort, effort rewarded
* education
* personal responsibility (Parents modelling for kids, taking responsibility for own’s actions)
* thinking (React to outcomes cognitively)

31
Q

Internal Locus of Control

A

Individual is responsible for what happens to them

Associated with the positive life aspects e.g. greater the life satisfaction, less stress

32
Q

External Locus of Control

A

attributes academic success or failure to luck or chance, a higher power or the influence of another person

33
Q

Self-serving Bias

A

May occur for events central to self-concept, to
protect ego

A+: “I’m brilliant”
F:“The test was impossibly difficult,
the markers were not fair”

34
Q

Self System: Human Agency

A

We have the capacity to exert control over our own
lives; active process
- Intentionality
- Forethought
- Self-reactiveness
- Self-reflectiveness

Human nature is to learn, grow, adapt, change

35
Q

Self System: Human Agency: Intentionality

A

Plan, modify plans, act with intention

36
Q

You are not a weathervane:

A

“If actions were determined solely by external rewards and punishments, people would behave like weathervanes… constantly shifting direction to conform to whatever influence happened to impinge on them at the moment”

Albert Bandura

37
Q

Self System: Human Agency: Forethought

A

Anticipate outcomes, set goals, choose behvaiours.

You are not a weathervane

38
Q

Self System: Human Agency: Self-reactiveness

A

Motivate and regulate our own actions
Set goals, monitor progress, change strategies

39
Q

Self System: Human Agency: Self-reflectiveness

A

We evaluate our motivations, values, goals, metacognition

40
Q

Observational Learning

A

We learn how to behave by watching others behave

  • You don’t have to reward a child with aggression for them to not be aggressive
  • Bandura Bobo doll experiment (watched model act aggressive to toys, so child when unsupervised would act, also learn specific aggressive acts)
  • Early experiments criticised on methodological grounds
41
Q

Factors that Influence Observational Learning (4)

A
  1. Outcome expectancy
    - Behaviours expected to lead positive outcomes
    - Sensitive to what happens to other people as well as how others behave
  2. The model
    - Age, gender, status, competence, similarity (in later 20th Century this was prominent in advertising)
  3. The behavior
    - Simple (more likely to copy than complex ones), and salient (important) behaviours
  4. The observer
    - Self-esteem, dependence, age/cognitive development (more likely to copy behaviours of others)
42
Q

Self efficacy

A
  • How confident do you feel
  • How likely do you think succeeding Is
  • High self efficacy beliefs have a wide array of positive social outcomes
  • Push to improve self efficacy in 1940s
43
Q

Establishing self efficacy: Performance experience

A

Performance experience -› self efficacy beliefs

Successes in past lead to successes in future type of thinking

44
Q

Establishing self efficacy: Observational Learning

A
  • Vicarious experiences sensitive to whether other people succeed
  • If other people can, I can

Roger banister example( between 1954 - 1956 it went from 1 person having a sub 4 minute mile to having almost 300 people who have run one)

45
Q

Establishing self efficacy: verbal persuasion

A

-verbal persuasion

What people say during childhood have an impact on the development of self efficacy

46
Q

Establishing self efficacy: Emotional arousal

A

Stress excitement are two sides of the same coin

How you interpret has an impact on performance and on self efficacy

47
Q

View on self efficacy: Change since Bandura

A

We have a general self efficacy but also have specific self efficacy’s

Areas with some increased self efficacy and some with decreased (strong student, weak artist example)

Psych2550A - Personality (12 decks)

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