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social, personality and individual differences 2 > Learning Theory Approach to Personality > Flashcards

Learning Theory Approach to Personality Flashcards

• To be able to explain Bandura’s Model of Reciprocal Causation • To be able to explain the role of the self-regulatory system including self-efficacy in personality development • To be able to describe the difference between an external and internal locus of control To be able to explain the behaviours associated with external and internal locus of control

1
Q

What is the Basics of Learning Theory?

A

Classical and Operant Conditioning

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2
Q

What is classical conditioning?

A

Elicting certain behaviours from individuals

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3
Q

What is an example of classical conditioning?

A

Pavolv’s Dogs

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4
Q

Pavlov’s Dogs (Pre-Conditioning)

A

Unconditioned stimuli = Food
Unconditioned response = salivating
Neutral stimulus = Bell

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5
Q

Pavlov’s Dogs (Post-Conditioning)

A

Conditioned stimulus = bell
Conditioned response = salivating.

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6
Q

What is Operant Conditioning?

A

All about (based on / stems from) reinforcement

[positive reinforcement, negative reinforcement, reward/punishment)

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7
Q

What is an example of Operant Conditioning?

A

Skinner’s Rats

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8
Q

What is positive reinforcement?

A

a positive experience after a behaviour (e.g. being rewarded for a behaviour)

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9
Q

What is negative reinforcement?

A

a negative experience after a behaviour (e.g. being punished for a behaviour)

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10
Q

How does Reward / Punishment work?

A

Reward when you want to award a behaviour -> more likely to repeat that behaviour for a reward / as behaviour is rewarded

Punishment when you want to stop / inhibit a behaviour -> less likely to repeat this behaviour in order to avoid punishment

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11
Q

What does learning theory suggesting about personality?

A
  • results from a response to an experience -> i.e. can explain maladaptive parts of personality (little Albert)
  • personalities learned, can also be unlearned through extinction -> getting rid of the maladaptive parts
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12
Q

What is Bandura’s Model of Reciprocal Causation?

A

personality development occurs through an interaction between inner stimuli, external environment and the way an individual reacts to these two factors

  • there are three factors in Bandura’s model which interact with one another
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13
Q

There are three factors in Bandura’s Model of Reciprocal Causation that are a cause of each other and are constantly interacting. What are they?

A

Personal Factors, Behaviours and Environmental changes

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14
Q

What are Personal Factors? / an example

A

if you’re quite quiet and reserved (personal), this will alter the environments/situations you choose to interact with and this will therefore affect your behaviours (all personal factors affect each other)

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15
Q

What are Behavioural Factors? / an example

A

cake baking class, may affect your confidence of cake baking and environmental factors, may go and do more creative activities or go to more cake baking classes (engaging in a specific behaviour)

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16
Q

What are Environmental Factors?

A

When the Environment changes, this affects our behaviour and personal factors (ideas and beliefs about the world but also personality traits)

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17
Q

Bandura believes there is a little bit of agency (free will) in our lives. What does this mean?

A

Our life isn’t completely made up from our experiences, we can exercise and have the right to choose/change our behaviour

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18
Q

What does it mean to have a sense of agency?

A

the feeling of control over actions and their consequences

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19
Q

Bandura suggests there are three different types of agency, what are they?

A

Personal, Proxy and Collective

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20
Q

Personal Agency

A

believing one can change things to make them better for self and others

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21
Q

Proxy Agency

A

others helping you to change things about your life

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22
Q

Collective Agency

A

group of people working together to change things for the benefit of all

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23
Q

How can we use Agency to make predictions about different behaviours?

A

Agency has been liked to our perceived outcomes -> we can make predictions about different behaviours by observing other people and imitating their behaviour

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24
Q

What is an example of Observational Learning?

A

Bandura’s Bobo Doll experiment

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25
Q

What was found in the Bobo Doll Study?

A

individuals likely to imitate aggressive styles of behaviour if they observe an individual do it before/believe it is a normal behaviour -> we internalise behaviours by observing other people doing these behaviours

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26
Q

What determines whether or not we’re likely to copy others’ behaviours?

A
  • The characteristics of the model / person we’re observing
  • attributes of the observer
  • consequences of copying the behaviour
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27
Q

similarity

A

the more similar, the more likely we are to engage in behaviour

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28
Q

complexity of behaviour

A

more difficult it is, harder it is to imitate

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29
Q

type of behaviour

A

aggressive behaviour is more likely to be copied that non-aggressive behaviour

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30
Q

characteristics of the model

A
  1. similarity
  2. complexity
  3. type of behaviour
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31
Q

attributes of the observer

A
  • low confidence, self-esteem
  • used to being reward for conforming to behaviours
  • highly dependent people
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32
Q

low confidence, self esteem

A

you are more likely to copy if the individual is doing the behaviour well -> almost as a way to fit in

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33
Q

Used to being rewarded for conforming to behaviours

A

that everyone else is doing, you are more likely to copy others -> being reward / fitting in

34
Q

Highly dependent people

A

more naturally dependent, are more likely to copy -> feeds into the idea that you want people to hang around, so you’ll copy that behaviour to build a positive link between the both of you

35
Q

consequences of copying the behaviour

A

More likely to copy if leads to positive results

36
Q

How does social learning theory aid personality development?

A
  • Role models provide children with experiences where they can learn through observation
  • Child experiences different situations, environments and cultures which actively shapes them (actively building and shaping your personality)
  • Goals and Feedback are central to the process and feed into motivation levels
  • Internal self-regulatory processes are central to achieving one’s goals (guide our success of achieving these goals
37
Q

What is the structure of internal self-regulatory processes?

A

processes operate through psychological functioning:
* self-monitoring
* self-diagnostic
* self-motivation

38
Q

self-monitoring

A

(evaluating performance) - evaluating their own behaviour

39
Q

self-diagnostic

A

(identifying patterns in thoughts, behaviours and emotions across different situations) -> identifying how things map across different locations, identifying different thoughts and behaviours in different situations and how this affects your emotions/behaviours/interactions with others

40
Q

self-motivation

A

instinctively setting step-like goals

41
Q

What is one key component that builds into your self-regulatory processing?

A

self-efficacy

42
Q

what is self-efficacy?

A

confidence in your own ability

43
Q

What does self-efficacy affect?

A

hoices we make, effort we apply to achieving goals, level of perseverance, thought patterns, ability to cope

44
Q

How does self-efficacy works in terms of our self-regulatory?

A
  • level of self-efficacy feedbacks into the choices and decisions that we make as individuals
  • confidence feeds into our goals but also how you feel around failure (lower confidence in own ability, probably experienced more negative emotions towards failure)
  • failure has different explanations dependent on the level of self efficacy: low and high
45
Q

What does high self-efficacy increase the likelihood of

A
  • achieving success
    (more likely to achieve your goals)
46
Q

Failure in terms of self-efficacy..

A

Low: attribute it to low ability (more likely to say that you failed because you’re just not very good at it and you can’t do it)

High: attribute it to low effort (more likely to attribute it to something like poor effort)

47
Q

What’s the difference between low and high self-efficacy?

A

People with high self-efficacy generally believe that they are in control of their own lives, that their own actions and decisions shape their lives, while people with low self-efficacy may see their lives as outside their control.

48
Q

Paciello et al. (2016) investigated 3 forms of self-efficacy in University students and Wellbeing.

  • Emotional self-efficacy: controlling anxiety when facing a problem
  • Social self-efficacy: being able to ask lecturers to help when I need it
  • Self-regulated learning self-efficacy: being able to work when there are other interesting things to do (being able to say no)

They ran a cluster analysis identifying clusters of students which responded in similar ways.

What did they find?

A

Self-Efficacy is linked to wellbeing and self-esteem (with high self-efficacy being linked to a lot of positives and negative being linked to a lot of negative)

Cluster 1 (high in all 3 measures): High Self-Efficacious n=340
Cluster 2 (low in all 3): Low Self-Efficacious n=422
Cluster 3 (high in the learning and social): Learning & Socially Self-Efficacious n=442
Cluster 4 (high in emotional only): Emotionally Self-Efficacious n=446

49
Q

How are these clusters related to wellbeing?

A

Cluster 1: Highest wellbeing, Cluster 2: Lowest wellbeing

50
Q

How can we go about changing self-efficacy?

A

Encouraged & supported to do task
â—‹ If performance quality is issue, may need to use self-monitoring process to evaluate and re-evaluate

Vicarious experience
â—‹ Particularly effective if observed person has similar levels of self-efficacy (logging particular things -> which may increase your confidence)

Participant modelling (shadowing)
â—‹ Imitating behaviour increases self-efficacy

51
Q

We have a variety of outcome behaviours in situations, Rotter is interested in being able to predict people’s behaviours in different situations: Behaviour Potential

A

What you choose to do can be reflected in your LoC

Your choice in what you’re going to do is behavioural potential

52
Q

What is Behavioural Potential?

A

Behaviour potential = Reinforcement Value x Expectancy

Expectancy: our own subjective prediction of the outcome of a particular behaviour - will it go well or bad for us?

Reinforcement value: preferences for the different possible reinforcements that occur as a result of the behaviour - how that particular behaviour is reinforced (will other people support you / can come from reflection yourself as well or external outputs)

^ the way we believe are dependent on these two things

53
Q

reinforcement value -> where it comes from (internal or external)

What is this termed as?

A

Locus of Control

54
Q

What happens when we come across Novel Situations?

A

we use our expectancies from previous relevant experience to feed into what we’ll do

via our external / internal LoC

55
Q

What is an External LoC?

A

People who believe reinforcement depends on external forces (powerful others, luck, God, Government)

others control my destiny (believe other factors beyond themselves have caused their outcome)

56
Q

What is an Internal LoC?

A

People who believe reinforcement is linked to their own behaviour I control my destiny (their behaviour links to outcomes)

57
Q

how do we stand on the internal-external LoC scale?

A

Self-Report measure

58
Q

What might people with greater internal LoC do?

A
  • worked harder to achieve a goal from their external counterparts
  • more likely to adopt good help
59
Q

What might people with greater external LoC likened to do

A

learned helplessness -> which is a cause of depression

60
Q

Furham & Cheng (2016) investigated predictors of LoC in 3725 participants -> collected data at birth, age 10 and age 16 used in this study

They measured:
* Family social background (parent social class and education)
* Childhood intelligence at age 10
* Personality traits at age 10 (Extraversion and Neuroticism – teacher rated)
* Behavioural problems at age 10 (mother rated)
* Self-esteem at age 10 (child reported)
* Locus of control at age 16 (child reported) – high score = more internal

Interested in seeing how some of these things predict LoC at age 16

What did they find?

A

Social Status of Birth -> predicted quite a bit of childhood intelligence (can link to genetics, beliefs and (positive) attitudes towards education)

All of Neuroticism, Self-esteem and Behavioural problem -> link to lower parental social status
* if high in SS then you have greater extroversion and lower behavioural problems

61
Q

What factors are predicting this LoC at age 16?

A
  • small relationship between neuro, SE and behavioural problems at 10 -> LoC at age 16 (very low especially in neuroticism)

Internal LoC usually correlates with positive outcomes

Childhood intelligence has biggest impact of LoC at age 16 [value is .36] (if you are highly intelligent, you tend to have more opportunities made available to you - I can choose these things and end up somewhere I wanna be - internal LoC)

62
Q

Summary of LoC (Furnham & Cheng, 2016)

A
  • Low is social status at birth, you tend to higher in neuroticism
  • High …….., you tend to have higher self-esteem but lower behavioural problems
  • At age 16, we can see a small relationship between neuroticism and external LoC, higher self-esteem = internal location of control, external LoC links with behavioural problems
  • Childhood intelligence has biggest impact of LoC at age 16 [value is .36] (if you are highly intelligent, you tend to have more opportunities made available to you - I can choose these things and end up somewhere I wanna be - internal LoC)
  • Lower on intelligence, fewer opportunities, association between opportunities and outcomes (people externally are to blame for that - external LoC)
  • Parental social status doesn’t have a direct link to LoC at age 16 but it is directly related to variables (meditators) which then are related to LoC
  • Strongest meditator here is childhood intelligence at age 10
63
Q

Internal LoC

A
  • Feel more in control
  • Have higher expectations of themselves and higher confidence
  • More likely to feel they can change things
  • Cope better with physical illness
  • Tend to perform better academically
64
Q

External LoC

A
  • Often feel powerless
  • Dependent on others
  • Correlates with high levels of anxiety and other mental health issues
  • More likely to be passive patients in recovery of illness
65
Q

Chiang et al., (2019) looked at Neuroticism, Locus of Control and Pro-environmental behaviour and Peyton & Miller (1980) background to relationship between LoC and environmental behaviours. They found that internals tend to:

A
  • be more likely to engage in actions like social reform, and make positive attempts to control environment (where they can change things)
  • Use information more effectively
  • Reduce the spread of biased or erroneous information
  • Believe that skills rather than opportunities affect outcomes
66
Q

Chiang et al., (2019) looked at Internal LoC as a mediator between emotional stability and pro-environmental behaviours using 473 Taiwanese students in Self-Report Mechanisms. What did they find?

A

In this particular study they found an internal LoC was a sig mediator of a relationship between emotional stability and pro-environmental behaviours

people who are low in neuroticism (highly stable) are more likely to be internal locus of control and more likely to engage in pro-environmental behaviours -> important for using tactics (i.e. giving Internal LoC information)

67
Q

Leveneson (1973) argues that LoC is a multidimensional construct, as opposed to just consisting on the I-E scale. How has it changed?

A

3 Scales:
* Internal
* External - Chance
* External - Powerful Others

We see different relationships between these two different external Loc

68
Q

Research showing that there is a different relationship between the two external LoC

A

Patients experiencing paranoia score higher on Powerful others scale (belief people are out to get them) while patients experiencing depression score higher on Chance scale scores (believe you cannot control things - helplessness state of mind linked to depression) (Rosenbaum & Hadari, 1985)

Alcoholism strongly correlated with C scale scores (Levenson, 1981)

69
Q

Brosschot et al. (1994) investigated the LoC model and psychopathological symptoms -> patients completed IPC scale and various other scales including a range of scales measuring psychopathological symptoms. What did they find?

A

IPL LoC model and psychopathological symptoms: Internal

.56 -> P and C have something in common but are distinct constructs

Internal LoC sig related to all other than Agoraphobia and Sensitivity

70
Q

[Brosschot et al (1994)] Reflects link between Internal LoC and positive factors such as?

A
  • Low anxiety and depression
  • Low neuroticism and hostility
  • Fewer sleeping problems
  • Low somatization
71
Q

[Brosschot et al (1994)] Powerful others related to only high levels of:

A
  • Sensitivity
  • Neuroticism
  • Depression (teacher rated)
  • Trait anxiety (teacher rated)
    Reflects link between a form of External LoC and negative factors
72
Q

[Brosschot et al (1994)]
Chance related to high levels of:

A
  • Agoraphobia
  • Depression
  • Sensitivity
  • Sleeping problems
  • Neuroticism
  • Trait anxiety
    Reflects link between a form of External LoC and negative factors
73
Q

What comparing external LoCs, which ones are related to negative factors?

A

Both P and C are related to negative factors BUT C relates to more

This suggests being high in chance LoC may lead to ‘worse’ outcomes

74
Q

What are some strengths of the Learning Theory Approach?

A
  • Does a good job of describing personality and related behaviours
  • Empirically tested for the most part
  • Can be applied to clinical psychology – ‘unlearning’ maladaptive responses
  • Some acceptance of internal processes with some models
75
Q

What are some limitations of the learning theory approach?

A
  • Element of determinism – no free will
  • Ignores inner mental processes and cognition (e.g. emotions) - instead it’s all about environment
  • Ignores role of genetics
76
Q

Learning Theory sees personality as a result of…

A

learning experiences

77
Q

Bandura sees personality as…

A

an interaction between stimuli from the environment and internal stimuli and how we react to these

78
Q

Self regulatory processes and self-efficacy inform how we behave especially in relation to…

A

goals

79
Q

Which LoC is seen as more positive?

A

Internal

80
Q

What does LoC determine?

A

How we attribute outcomes

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