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Final Exam (new) Flashcards

1
Q

Personal Construct Theory (Kelly)

A

Like scientists we formulate hypothesis about our environment & test them against reality

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2
Q

Construct System (Kelly)

A

Unique patterns constructed by each person

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3
Q

Constructs (Kelly)

A

Intellectual hypothesis we use to interpret life events (dichotomous in nature), flexible, we have lots

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4
Q

Construct Alternativism (Kelly)

A

we can control, alter, discard constructs as needed

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5
Q

Fundamental Postulate (Kelly)

A

We act consistently with how we expect the world to be based on past events

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6
Q

Construction Corollary (Kelly)

A

Repeated events are similar, help us predict the future

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7
Q

Individuality Corollary (Kelly)

A

Individual differences in interpreting events

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8
Q

Organization Corollary (Kelly)

A

Relationships between constructs

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9
Q

Dichotomy Corollary (Kelly)

A

Constructs are always dichotomous- what something is contrasts against what it is not

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10
Q

Choice Corollary (Kelly)

A

We choose the alternative for each construct that works best for us

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11
Q

Range Corollary (Kelly)

A

Constructs may apply to a single situation or a range of situations

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12
Q

Experience Corollary (Kelly)

A

We continually test our constructs against new experiences

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13
Q

Modulation Corollary (Kelly)

A

Constructs can be rigid or malleable- malleable constructs more adaptable to new experiences

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14
Q

Fragmentation Corollary (Kelly)

A

Competition among constructs- may be contradictory/inconsistent

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15
Q

Commonality Corollary (Kelly)

A

Shared behavior/characteristics between members of a group

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16
Q

Sociality Corollary (Kelly)

A

We adjust our behaviors around what we think others do

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17
Q

Kelly Assessment Techniques

A
  1. Interview
  2. Credulous Attitude
  3. Self-Characterization Sketch
  4. Role Construct Repertory Test- sort meaningful people by adjectives
  5. Fixed Role Therapy- pretend to be a better you for 2 weeks
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18
Q

Skinner Crazy Inventions (6)

A
  1. Cumulative Recorder- tracks response rate
  2. Project Pigeon- kamakaze pigeons
  3. The Baby Tender
  4. Walden II- society controlled only by positive reinforcement
  5. Teaching Machine- problems in random order with feedback after each one
  6. Skinner box- rat/lever/food
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19
Q

Respondent Behavior (Skinner)

A

Behavior elicited by env, has no impact on environment, salivating at bell- can be learned

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20
Q

Operant Behavior (Skinner)

A

Behavior elicited to change environment, can be learned, can’t be traced back to specific stimuli

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21
Q

Conditioning (Skinner)

A

Substitution of one stimulus for another

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22
Q

Operant Conditioning (Skinner)

A

Behaviors that are reinforced will be repeated

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23
Q

Intervals & ratios (Skinner)

A

Fixed/Variable ratio- # of responses (Commission/slot machine)
Fixed/Variable Interval- amt of time (paycheck/checking email)

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24
Q

Successive Approximation (Skinner)

A

explains complex behavior- wait for simple behavior to happen & reinforce it, then start witholding reinforcement unless more and more extreme

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25
Q

Superstition (Skinner)

A

Results from random/accidental reinforcement

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26
Q

Terms Skinner did not coin

A

Black box & empty organism

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27
Q

Self-Control (Skinner)

A

We can exert control over variables that influence us and master our own destinies

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28
Q

Avoidance/Satiation (Skinner)

A

either remove stimulus or overdo behavior- no longer tempting

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29
Q

Aversive Stimulation (Skinner)

A

Making consequences for self (inc self-control)

30
Q

Self Reinforcement (Skinner)

A

making rewards for self (inc self-control)

31
Q

2 research studies on self control (Skinner)

A
  1. College students with self control are better

2. 11yr old AA’s with good parents have more self control

32
Q

Positive/Negative Reinforcement/Punishment (Skinner)

A

Reinforcement- increases behavior
Punishment- decreases behavior
Positive- adds something (get a cookie/spanking)
Negative- takes away (take an aspirin, headache goes away. Talk back, rights get taken away)

33
Q

Assessment (Skinner)

A
  1. Intensive study of single subjects
  2. Functional Analysis (Frequency/situation/reinforcement of behavior)
  3. Direct Observation
  4. Self Reports
  5. Physiological Measurements
34
Q

Instinctive Drift (Skinner)

A

drift from reinforced behaviors to instinctual behaviors (raccoon/pig)

35
Q

Modeling (Bandura)

A

Much of behavior is through reinforcement, but we don’t have to directly experience it to learn

36
Q

Modeling Studies (Bandura)

A
  1. Bobo Doll Studies
  2. Aggressive parents = aggressive kids
  3. Disinhibition (track eye movements nude movie)
37
Q

Society’s Models (Bandura)

A

We learn from watching others; even deviation- Charles Manson, unreasonable fear of mice

38
Q

3 factors that influence modeling (Observer Characteristics) (Bandura)

A
  1. Observer
  2. Model
  3. Reward
    Influence increased if Obs has low self esteem/confidence, past reinforcement for following (older sibling)
39
Q

4 factors that influence modeling (Model Characteristics) (Bandura)

A
  1. Characteristics of the models (live/cartoon/tv)
  2. Bystander effect
  3. Similarity to observer
  4. Level of complexity model demonstrates
40
Q

Reward factors that influence modeling (Bandura)

A

Reward must be meaningful/attainable or observer will not imitate behavior

41
Q

Mechanisms of learning behavior (4) (Bandura)

A
  1. Attentional Processes
  2. Retention
  3. Production
  4. Incentive and Motivation
42
Q

Attention (Bandura)

A

Step 1 of Obs Learning- more attention = more imitation

43
Q

Retention (Bandura)

A

Step 2 of Obs Learning- remember what we see

a. Imaginal internal- mental picture of it
b. Verbal- self talk to explain behavior

44
Q

Production (Bandura)

A

Step 3 of Obs Learning- perform the behavior correctly

45
Q

Incentive and Motivation (Bandura)

A

Step 4 of Obs Learning- we perceive the reward the model receives and want to get it

46
Q

Self (Bandura)

A

Cognitive processes concerned with thoughts & perceptions

47
Q

Self Reinforcement (Bandura)

A

Conscience- administering rewards/consequences by (not) meeting or exceeding self standards

48
Q

Self Efficacy (Bandura)

A

How we feel about ourselves, believe we can accomplish what we set out to (high- seek situations, analytical thinking) (low- less cognitive skills & physical health)

49
Q

4 sources of info for self-efficacy (Bandura)

A
  1. performance attainment (prior success/failure)
  2. vicarious experience (models)
  3. verbal persuasion
  4. physiological & emotional arousal (measure how well we will do by how we feel)
50
Q

4 step motivational workshop (Bandura)

A

1) Surround self with positive supportive people
2) Condition physiological arousal by eating healthy, getting exercise, sleeping well,
3) Increase personal success, by attaining manageable goals
4) Exposure to successful people

51
Q

Developmental Stages- Childhood (Bandura)

A
  • Infancy: Immediate imitating
  • Modeled behavior needs to be repeated
  • 2 years sufficient attentional, retention, & production processes
  • Reinforcement changes over time
  • Start with physical stimuli. Move towards approval
  • Efficacy-building centered on parents, diminishes over time
  • Other children as models. Teachers evaluations
52
Q

Developmental Stages- Adolescence (Bandura)

A
  • Coping with new demands due to transitions. Sex, Education, Career
  • New competencies & appraisals
53
Q

Developmental Stages- Young Adulthood (Bandura)

A

• Marriage, parenthood, starting career

54
Q

Developmental Stages- Middle Years (Bandura)

A
  • Reevaluate, career, family, & social life

* Confront limitations, redefine goals

55
Q

Developmental Stages- Old Age (Bandura)

A
  • Declining abilities, retirement, social withdraw, can force self-appraisal
  • Lowering self-efficacy can impact mental & physical health
56
Q

Fears and Phobias Tx (4) (Bandura)

A

Treated through Behavior Modification

  1. Applied Modeling Technique- watch model get progressively closer to dog
  2. Guided Participation- watch model through window, then closer
  3. Covert Modeling- Imagine model dealing with it
  4. Videos- cheap, effective
57
Q

Anxiety Tx (2 experiments) (Bandura)

A
  1. Kids going to hospital video

2. Test Anxiety in college students talked to model, improved

58
Q

Assessment (Bandura)

A

Focuses on behaviors but also cognitive processes
1. Direct Observation
2. Self-Report Inventories
3. Physiological Measurements
Well controlled lab experiments (IV/DV, etc)

59
Q

Rotter Focus of Study

A

external reinforcements + internal cognitive processes

60
Q

Internal Locus of control benefits (Rotter)

A

lower anxiety, higher self-esteem, higher health,

61
Q

Assessment (Rotter)

A

IE Scale- 23 forced choice alternatives

62
Q

Traits of Internal LOC (Rotter)

A

girls in US, wealthy, perform well, cope well, healthier, linked to parents, supportive parents, independence encouraged

63
Q

Traits of External LOC (Rotter)

A

No male role model, many siblings, depressed mom

64
Q

SSS Scale (Zuckerman)

A

40 questions

65
Q

subscales of SSS (Zuckerman)

A
  1. Thrill/Adventure Seeking
  2. Experience Seeking
  3. Disinhibition
  4. Boredom Succeptibility
66
Q

Patterns of SS (Zuckerman)

A
  1. Across age, but Thrill/Dis do decrease
  2. Increases in middle school, decreases in 20’s
  3. Women higher in Experience seeking
  4. Asians lower, whites higher than non-whites
  5. Level of education not important
67
Q

Correlation with others theorist (Zuckerman)

A
  1. Eysenck- Disinhibition- Ext/Psy
  2. Myers Briggs- extraversion
  3. 5 Factor Model- EOAC
68
Q

Heredity & Environment (Zuckerman)

A

58% Hereditary

69
Q

Learned Helplessness Research (Seligman)

A
  1. Dogs
  2. Rats with shocks/cancer
  3. People with annoying noise
  4. Nursing home- breakfast, furniture, plant
70
Q

Explanatory Style (Seligman)

A

Optimistic v Pessimistic, set by 8, genetic/caregiver shaped, can develop later with trauma

71
Q

Correlations with Happiness (Seligman)

A
  1. High at 18, down till 50, high at 85
  2. matches country of origin, not where you live now
  3. happiest on west coast
  4. married w/out kids best
  5. low neuroticism, high ext. & Conscientious

Personality Theory (4 decks)

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