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PSYCH 333 - Personality Theory > Cognitive Perspective (The Self) > Flashcards

Cognitive Perspective (The Self) Flashcards

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1
Q

True or false. People are unconsciously and consciously making decisions all the time and it is NOT possible to be aware of everything in our lives.

If true, why is this?

A

True

These mechanisms that help us NOT be aware of everything help us (we would go insane otherwise)

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2
Q

Schemas are the “_________ _____________” with which people interpret the objects & social situations in their world

They are also knowledge structures made up of collections of attributes or features that have a “_________ ____________” to each other

It helps us “___________” info “____________”

A

Mental representations

Family resemblance

Categorize; efficiently

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3
Q

True or false. Emotional and behaviour reactions are NOT influenced by schemas

A

False

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4
Q

True or false. Schemas help us constru, percieve & interpret our world

A

True

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5
Q

True or false. We CANNOT consider schemas “basic units” since they aren’t organized and don’t guide what we remember

A

False

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6
Q

Schemas also involve clear exemplars/prototypes…

What does this mean?

Give an example

A

This is the MENTAL “image” of which comes to our mind FIRST & MOST easily

Ex) think of the word “bird”
We are much more likely to picture a robin over an ostrich since its more easily available in our mind

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7
Q

Schemas can also help one to “______ _______” of new events by recognizing what they are like in terms of their “__________” to the cognitive structures that already “______”

Give an example

A

New events

Similarity

Exist
————————————————-

Ex) picture an engineer, how would you imagine this person
Or
Ex) picturing how people look when they eat out at a restaurant

We may picture either of these depending on what our previous experience/expectations are

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8
Q

True or false. We are more likely to NOT remember things that DONT fit in our schema

A

False

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9
Q

True or false. We use schemas to fill in missing information

A

True

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10
Q

True or false. Schemas help us confirm what we are looking to find

A

True

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11
Q

True or false. Schemas DO NOT help us make sense of new & ambiguous stimuli

A

False

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12
Q

We do not need to know all information if our existing schema is activated…

What does this mean?

Give an example

A

If our existing schema(s) is/are ACTIVATED we use this DEFAULT information from MEMORY

Ex) schema for going to movies
If someone told us they went to the movies, they would not need to tell us every detail because we already have an existing schema on how a movie night TYPICALLY goes
(buy ticket ->get popcorn/candy ->find seat- >watch movie etc…)

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13
Q

Who was Willam James?

A

Described the self as TWO different meanings

The “I” self and the “Me” self

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14
Q

What is the “I” self?

A

Ontological self

Somewhat mysterious entity that does the OBSERVING & DESCRIBING

Little person/homunculus/soul in your HEAD that experiences your life & makes your decisions

MORE difficult to research

Ex) deep down why you’re friendly or social
= HOW we know THIS ^

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15
Q

What is the “Me” self?

A

Epistemological self

Sort of OBJECT that can be OBSERVED & DESCRIBED

COLLECTION of statements you could make about yourself

MORE research on this

Ex) friendly/social
= HOW you describe YOURSELF
= “me” includes everything (body, home, family, possessions etc…)

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16
Q

What is the central aspect of the self?

Often called the “________ _______”

A

Psychological self

Our ABILITIES & PERSONALITIES

May INFLUENCE our behaviour

ORGANIZES memories, impressions & judgements
—————————————————————————

Internal marker

17
Q

What are the 2 types of self-knowledge?

Give an example for each

A
  1. Declarative knowledge (facts impressions, opinions)
    Ex) person KNOWS their friendly
  2. Procedural knowledge (actions rather than through words)
    Ex) UNCONSCIOUS shy person
18
Q

What is the declarative self?

What are the 2 sorts?

A

ALL your self-knowledge/opinions about your OWN personality traits

2 sports:
1. Self-esteem (“self worth”)
- overall OPINION on whether you are GOOD or BAD, WORTHY or UNWORTHY etc…
2. Self-schema
- EVERYTHING you know/think about your traits & abilities
- sometimes accurate/sometimes not

19
Q

What is self-esteem?

A

CONVENTIONAL wisdom has long-held that LOW self-esteem is BAD (correlated w/ delinquency, crime, suicide etc…)

Low self-esteem may be a DANGER SIGNAL
= Leary’s sociometer theory

BUT if it becomes too HIGH this can also be BAD
(some researchers argue this can be worse)

It is important to maintain REALISTIC self-esteem

20
Q

How does self-esteem relate to sociometer theory according to Leary?

A

If there is a DROP in self-esteem = “danger signal” (ostracism/rejection from group)

Evolutionary we need to FIT in w/ our social groups in order to find a mate & reproduce

21
Q

What happened in the youtube video “feel good about failure”?

A

The “self-esteem movement” is a problem

“Me” —> makes kids feel entitled or conceded

Preach that is doesn’t matter if they are learning, but as long as they FEEL GOOD about themselves = all that matters

Ex) everyone gets a trophy winner or loser ‘
- trophy ends up losing its sentimental value even tho kids overall like this

In one study covering SAT scores…

CONDITION 1: kids were told they were SMART —-> WORSE performance
= FIXED MINDSET

CONDITION 2: kids were told they TRIED HARD —> BETTER performance
= GROWTH MINDSET

In another study comparing Americans and Koreans…

AMERICANS:
Think = have high test scores
Reality = have LOWER test scores

KOREANS:
Think = have LOW test scores
Reality = have HIGH test scores

Overall kids need more HONEST feedback to encourage the GROWTH MINDSET and stop this inflated view of self

22
Q

What is a self-schema?

What did Marcus (1977) identify?

A

Includes ALL of the ideas about the self

ORGANIZED into a coherent system
————————————————————————————

Identified students who were “schematic for” the traits of dependence & sociability through SELF-REPORT

Examined the ASSOCIATION of these reports to rxn time responses of “me” or “not me”

23
Q

What is functionality according to schemas?

A

When responding to a personality questionnaire, individuals pull info from their SELF-SCHEMAS from their memory system

This memory system is deeply INTERCONNECTED w/ self-schemas

24
Q

What is expertise in a trait (schematic VS aschematic) ?

A

Schematic:
- experts in SPECIFIC TRAIT
- respond MORE quickly/efficiently to traits relevant to their SCHEMA

Aschematic:
- LACK these structures & organized framework
- might lead to a SLOWER response in reaction to new info

25
Q

Expertise in a domain “__________” processing speed & accuracy in that domain, but can “________” ones worldview leading to a “_________” perspective

A

Enhances

Narrows

Restricted

26
Q

True or false. Schemas that overlap cannot cause challenges

A

False

A setback/failure in one domain can SPILL over & affect the global self-concept & other domains of life

27
Q

What is self-complexity?

Memorize using the term “many schemas, many shields”

Is there different degrees of this?

A

Yes

The DEGREE of which your self-schema is differentiated & compartmentalized

Most individuals possess MULTIPLE shelf-schemas

The DEGREE of which these schemas differentiate/seperated VARIES

28
Q

What is self-efficacy?

Give an example

Memorize using the term “schemas shape success”

A

Self-schemas AFFECT what we DO

Our OPINIONS about our capabilities set the LIMITS of what we will attempt/avoid

Can have SERIOUS implications

Ex) the Barbie doll phrase “math class is tough” could perpetuate a belief among young girls that they are less capable in math

29
Q

What is self-discrepancy?

What are the 3 kinds of self-relevant schema involved?

A
  1. Actual self:
    - how we CURRENTLY perceive ourselves
  2. Ideal self:
    - the BEST versions of ourselves (representing goals & aspirations)
  3. Ought self:
    - who we think we SHOULD be (based on morals & societal values)

Self-discrepancy = the interaction between these determine how we FEEL about LIFE

30
Q

Discrepancies between the “actual self” and the “ideal & ought self” have different consequences..

What are these?

A

People may pursue goals DIFFERENTLY based on their FOCUS (ideal vs ought)

FAILURE to meet goals tied to these can create EMOTIONAL DISTRESS

31
Q

What is accurate self-knowledge?

What is RAM?

A

Self-knowledge can be RIGHT or WRONG

Understanding your interests & capabilities is CRITICAL for making life choices (ex. selecting a degree)

Knowing YOURSELF as well as you know ANOTHER is essential for HEALTHY relationships

ACCURATE self-knowledge is considered HALLMARK of mental health

Process of this is called the Realistic Accuracy Model (RAM):

Target->Relevance->Availability->Detection->Utilization->Judge ^________________________Accuracy______________________________^

32
Q

True or false. Knowing yourself is much easier than figuring out someone else

A

False

Knowing yourself MIGHT be MORE difficult

We have better INSIGHT into our PERSONAL EXPERIENCE

BUT this is different when is comes to OVERT behaviour

33
Q

What is the Implicit Association Test (IAT)?

A

Measures RXN times to assess the strength of ASSOCIATIONS b/w concepts

When two closely associated categories share the SAME response button = RXN times are FASTER

When conflicting categories share the SAME response button = RXN times are SLOWER

This test helps distinguish b/w the RATIONAL & EXPERIENTIAL of thought

34
Q

What happened in the Barbie youtube video?

What is the counterpoint video?

A

In relation to SELF-EFFICACY

Barbie saying “math class is tough” is a problematic example of how messages can shape self-efficacy beliefs, particularly in young girls

Counterpoint video highlights alternative perspectives or responses to the Barbie example

35
Q

What is the procedural self?

A

The UNIQUE aspects of what you do

Consists of ways of DOING things/procedures

You are NOT conscious of the knowledge itself

Generally CANNOT explain it well to anyone else

36
Q

What is the implicit self?

How is this measured?

A

Implicit aspects of the self-concept that work UNCONCIOUSLY & POWERFULLY

IAT - Greenwald and colleagues

37
Q

What are the dual-process models AKA the two ways of thinking?

What did Seymour Epstein develop?

A

Dual-process models CONTRAST the roles of CONSCIOUS & UNCONSCIOUS thought

Seymour Epstein developed Cognitive Experiential Self-theory (CEST):
Seeks to explain…
—> UNCONSCIOUS processing
—> IRRATIONAL & EMOTION
= sectors of the mind

38
Q

What are some important aspects of the rational system in Epstein’s dual-process model?

A

ANALYTIC

LOGICAL

EFFORTFUL & DELIBERATE

Requires JUSTIFICATION (via logic & evidence)

Thinks in terms of ABSTRACT symbols, words & #’s

Affects behaviour through CONSCIOUS appraisal

Operates in SLOWER speed

Can change RAPIDLY (speed of logical thought)

Produces KNOWLEDGE

Resembles Freuds “secondary process thinking”

39
Q

What are some important aspects of the experiential system in Epstein’s dual-process model?

A

HOLISTIC

AFFECTIVE (driven by what feels good)

IMMEDIATE & EFFORTLESS

AUTOMATIC

DRIVES behaviour through “vibes” PAST experience

Thinks in VIVID images, metaphors & stories

Operates at HIGH speed

SLOW to CHANGE (needs repetitive measures)

SELF-EVIDENTLY valid (“experiencing is believing”)

Produces WISDOM

PSYCH 333 - Personality Theory (11 decks)

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