Lecture 16 Flashcards
Discuss the dual-processing model of cognitive processing
System 1: Fast, automatic, intuitive, and often unconscious.
System 2: Slow, effortful, deliberate, and logical.
What is Field Dependence
Refers to a tendency to attend to the context that surrounds a focal object and relationships among objects in the environment
What is Field Independence
Refers to a tendency to separate a focal object from its context and attend to the attributes of the focal object; correlate with introversion
What is Pessimistic Attributional Style
Internal (my fault), stable (will always be this way), and global (affects many areas of life)
What is Self-Complexity
The degree to which a person’s self-concept has multiple, distinct aspects (e.g., student, athlete, friend).
High self-complexity buffers against stress; low self-complexity makes negative events feel more overwhelming.
What is the Need for Cognition
A personality trait describing how much people enjoy engaging in and thinking about complex problems.
Discuss reciprocal determinism
A model where behavior, personal factors (like thoughts or emotions), and the environment all influence each other bidirectionally in a triadic relationship
What are encodings
How we categorize the world (schemas).
What are expectancies and beliefs
Predictions and efficacy beliefs.
What are Affects
Emotional responses.
What are goals and values
Desired outcomes and guiding principles.
What are competencies and self-regulation skills
Abilities and strategies for controlling behavior.
What is the operation of the cognitive affective personality system (CAPS)
The Cognitive-Affective Personality System suggests that behavior arises from interactions between stable personality units and the situation. It explains how people show different behavior patterns across situations due to internal cognitive-affective processes.
What are behavioral signatures
Stable patterns of “if…then” behavior across different situations.
Example: If criticized → becomes withdrawn; if praised → becomes outgoing.
What is associated with high academic achievement?
Relatively high academic achievement is associated with: internal, unstable, and specific attributions for failure.
What are the correlates of field dependence/independence?
Field-dependent: Better at interpersonal relationships, more attentive to social context.
Field-independent: Better at structuring ambiguous situations, higher academic performance in analytical tasks.
What are the correlates of pessimistic attribution style
Higher levels of depression, hopelessness, and lower resilience.
What are correlates for self-complexity?
High self-complexity: Greater emotional resilience and stability.
Low self-complexity: Greater emotional vulnerability
What are correlates for Need for Cognition?
High academic performance, greater openness to experience, preference for complex tasks, and resistance to cognitive biases.
