Exam 2

Question 1

the role of the actualization tendency and the organismic valuing process in Rogers’ theory.

Answer 1

-Actualization tendency is the basic human motivation to actualize, maintain, and enhance the self, Organismic valuing process is the process by which we judge experiences in terms of their value for fostering or hindering our actualization and growth.

Question 2

Self concept:

Answer 2

our image of what we are, what we should be, and what we would like to be.

Question 3

Positive regard:

Answer 3

acceptance, love and approval from others.

Question 4

Unconditional positive regard:

Answer 4

approval granted regardless of a persons behavior. In roger’s person centered therapy the therapist offers the client unconditional positive regard.

Question 5

Positive self-regard:

Answer 5

the condition under which we grant ourselves acceptance and approval.

-These allow us to develop the ability to refine our self concept by internalizing the attitudes of others and using them to make ones self better.

Question 6

the role of conditions of worth and incongruence in producing anxiety, and compare these ideas to Freudian explanations of anxiety.

Answer 6

Conditions of worth which is a belief that we are worth of approval only when we express desirable behaviors and attitudes and refrain from expressing those that bring disapproval from others. This concept is similar to Freud’s super ego.
-Incongruence: a discrepancy between a person self concept and aspects of his or her experience.

Question 7

characteristics of fully functioning persons.

Answer 7

• Awareness of all experience; open to positive and negative feelings
• Freshness of appreciation for all experiences
• Trust in ones own behavior and feeling.
• Freedom of choice without inhibition
• Creativity and spontaneity
• Continual growth, strive to maximize ones own experience.

Question 8

Rogers’ ideas in relation to the textbook’s six issues of human nature.

Answer 8

-A fully functioning person has free choice in creating their self. Always striving toward improving themselves and are not doomed to conflict. Experience the world openly and not defensively.

Question 9

Rogers’ approach to therapy

Answer 9

-Person centered therapy: the client is assumed to be responsible for changing his or her personality.

Question 10

Cattell’s conclusions about the relative influence of heredity and environment on personality.

Answer 10

-Heredity 1/3 of personality, environmental and social influences.

Question 11

Cattell’s theory in relation to the text’s six questions about human nature.

Answer 11

He believes that personality is predictable therefor it must be lawful and orderly. Childhood forces determine the personality permanently. Accepted that both nature and nurture.

Question 12

three types of assessment data used in Cattell’s research.

Answer 12

T-data: data derived from personality tests that are resistant to faking.

Question 13

format and uses of the 16PF Test.

Answer 13

16 major source traits that help to gauge whether a person is emotionally stable, conscientious, adventurous, tough-minded, practical, self assured, controlled, and relaxed. Measures specific aspects of personality such as anxiety, depression, neuroticism.

Question 14

Cattell’s research methods and compare them to the neo-Freudian and humanistic theorists covered in earlier chapters.

Answer 14

-multivariate approach, used laboratory and observation which yielded highly specific data.

Question 15

five personality factors described by Costa and McCrae’s five-factor model.

Answer 15

• Neuroticism: worried, insecure, nervous, highly strung
• Extraversion: sociable, talkative, fun-loving, affectionate
• Openness: original, independent, creative, daring
• Agreeableness: good natured, softhearted, trusting, courteous.
• Conscientiousness: careful, reliable, hardworking, organized.

Question 16

observational learning and vicarious reinforcement, and explain how this kind of learning differs from operant conditioning.

Answer 16

Observational learning: learning new responses by observing the behavior of others.
-Vicarious reinforcement: learning something or strengthening a behavior by observing the behavior of others, and the consequences of that behavior, rather than experiencing the reinforcement or consequences directly.

Question 17

procedures and results of the classic study of modeling by Bandura, Ross, and Ross (1963)

Answer 17

-Children watched adults beat up bobo doll and when left alone modeled the behavior that they saw the adult doing. Experimental group was found to be twice as aggressive as the control group.

Question 18

characteristics of models and the characteristics of observers that have been found to affect the extent of modeling.

Answer 18

• Characteristics of models: affect our tendency to imitate them. More influenced my people who are similar to us.
• Characteristics of the observers: the attributes of the observes also determine the effectiveness of observational learning. People who are low in self-confidence and self esteem are much more likely to imitate a models behavior than are people with high self confidence and esteem.

Question 19

Self efficacy:

Answer 19

feeling of adequacy, efficiency, and competence in coping with life.

• Exposing people to success experiences by arranging reachable goals increases performance attainment.
• Exposing people to appropriate models who perform successfully enhances vicarious success experiences.
• Providing verbal persuasion encourages people to believe they have the ability to perform successfully.
• Strengthening physiological arousal through proper diet, stress reduction, and exercise programs increases strength, stamina, and the ability to cope.

Question 20

Bandura’s approach to behavior modification has been used in the treatment of fears and phobias.

Answer 20

Change those learned behaviors that society considers undesirable or abnormal. Focuses of external aspects, those inappropriate or destructive behaviors, in belief that they are learned, just as all behaviors are learned.
Guided participation: participating with the model in the activity. Snake handler gets person to touch snake eventually.
Covert modeling: instructed to imagine a model coping with a feared or threating situation, they do not actually see a model.

Question 21

Bandura’s ideas in relation to the text’s six questions about human nature.

Answer 21

• Reciprocal determinism: the idea that behavior is controlled or determined by the individual through cognitive processes, and by the environment, through external social stimulus events.
• Triadic reciprocality: the idea that behavior is determined though the interaction of behavioral, cognitive, and environmental or situational variables.

Question 22

“limited-domain theories” in the study of personality.

Answer 22

-Theories do not focus on the entire person, instead they look at specific traits that one may have.

Question 23

-Internal locus of control:

Answer 23

a belief that reinforcement is brought about by our own behavior.

Question 24

External locus of control

Answer 24

a belief that reinforcement is under the control of other people, fate, or luck.

Question 25

findings of research on age, gender, and cultural differences in locus of control.

Answer 25

-younger girls scored higher on internal locus of control. College students have been found to show and internal rather than an external orientation. More internally oriented as they grow older.

Question 26

differences in behavior that have been found to be associated with internal and external locus of control.

Answer 26

Those who score higher internally are more able to adapt and commit to change. High internal of locus of control are less likely to have emotional problems or become alcoholics. They cope better with stress.

Question 27

Sensation seeking- Zuckerman

Answer 27

The need for varied, novel, and complex sensations and experiences.

• Thrill and adventure seeking: A desire to engage in physical activities involving speed, danger, novelty, and defiance of gravity such as parachuting, scuba diving, or bungee jumping.
• Experience seeking: the search for novel experiences through travel, music, art, or a nonconformist lifestyle with similarly inclined persons.
• Disinhibit ion: the need to seek release in uninhibited social activities.
• Boredom susceptibility: an aversion to repetitive experiences, routine work, and predictable people, and a reaction of restless discontent when exposed to such situations.

Question 28

self-efficacy handout:

Answer 28

1. ) choice behavior:
   - people tend to avoid engaging in a task where their efficacy is low, and generally undertake tasks where their efficacy is high.

• Accurate self-efficacy appraisals are important. The consequences are aversive for high-efficacy/low skill and have no growth for low-efficacy/high skill
• The efficacy judgments that are the most functional are probably those that slightly exceed what one can do at any given time.

2. ) Effort expenditure and persistence:
   - the stronger the perceived self-efficacy, the more vigorous and persistent are people’s efforts.

• There is a distinction between the effects of strength of perceived self-efficacy on effort during learning and during execution of established skills.
• self doubt creates the impetus for leaning but hinders adept use of previously established skills because they don’t feel the need to put in as much effort.
• it is when one is applying skills that high-efficacy “intensifies and sustains the effort needed to realize a difficult performance, which are hard to attain if one is doubt-ridden
• believe they are tougher than they really are.
  this creates stress and narrow vision of how best to go about the problem.