P&E chapter 4 ON EXAM The Psychosocial Person: Cognition, Emotion and Self

Question 1

cognition and emotioncognition

Answer 1

are different but interrelated internal processes includes the conscious thinking processes of taking in relevant information of the environment, synthesizing that information, and formulating a plan of action based on that synthesis.

Question 2

cognitive theory

Answer 2

asserts that thinking, not emotion, should be the primary focus of intervention

Question 3

moral development

Answer 3

related to cognitive development, because it proceeds from stages of ego-centrism through abstract principles of justice and caring.

Question 4

emotions

Answer 4

understood as feeling states characterized by appraisals of a stimulus, changes in bodily sensations, and displays of expressive gestures.

Question 5

the symptoms of psychological problems

Answer 5

may be primarily cognitive of emotional, bt both cognition and emotion influence the development of problems

Question 6

the self

Answer 6

soul, unfolding potentials, and organizing activity, a cognitive structure, a shared symbolic activity or the flow of experience.

Question 7

psychology

Answer 7

the mind and mental processes

Question 8

cognition

Answer 8

our conscious or pre-conscious thinking processes- the mental activities of which we are aware or can become aware with reflection.

Question 9

emotion

Answer 9

a feeling state characterized by appraisal of a stimulus, changes in bodily sensations, and displays of expressive gestures

Question 10

affect

Answer 10

the physiological manifestations of feelings, the result of drives (innate compulsions to gratify basic needs)

Question 11

unconscious feelings

Answer 11

those of which we are not aware but that influence our behavior

Question 12

mood

Answer 12

a feeling disposition that is more stable than emotion, usually less intense, and less tied to a specific situation`

Question 13

theories of cognition

Answer 13

cognitive theory, information processing theory, social learning theory, theory of multiple intelligences, theories of moral reasoning, theories of cognition in social work practice

Question 14

Piaget’s Stages of Cognitive Operations

Answer 14

Sensorimotor stage 0-2 years, preoperational stage 2-7 years, concrete operations stage 7-11 years, formal operations stage 11-adulthood

Question 15

Piaget’s stages of cognitive operations: Sensorimotor stage

Answer 15

0-2 years the infant is egocentric; he or she gradually learns to coordinate sensory and motor activities and develops a beginning sense of objects existing apart from the self

Question 16

Piaget’s stages of cognitive operations: preoperational stage

Answer 16

2-7 years. The child remains primarily egocentric but discovers rules (regularities) that can be applied to new incoming information. The child tends to overgeneralize rules, however, and thus makes many cognitive errors.

Question 17

Piaget’s stages of cognitive operations: Concrete operations stage

Answer 17

7-11 years The child can solve concrete problems through the application of logical problem solving strategies

Question 18

Piaget’s stages of cognitive operations: Formal operations stage

Answer 18

11-adulthood The person becomes able to solve real and hypothetical problems using abstract concepts

Question 19

schema (cognitive theory)

Answer 19

an internalized representation of the world or an ingrained and systematic pattern of thought, action, and problem solving.

Question 20

social learning (cognitive theory)

Answer 20

watching and absorbing the experiences of others

Question 21

direct learning (cognitive theory)

Answer 21

learning through our own experiences

Question 22

accommodation (cognitive theory)

Answer 22

changing schemata when new situations cannot be incorporated within an existing one.

Question 23

cognitive operations (cognitive theory)

Answer 23

to use abstract thought and ideas that are not tied to situational sensory and motorinformation

Question 24

informational processing theory

Answer 24

details how our cognitive processes are organized, creates distinction between the thinker and the external environment, each as independent objective entity. sensory theory whereby information flows passively from the external world inward through the senses tot he mind

Question 25

social leaning theory

Answer 25

cognitive mediation in which behavior is shaped by its reinforcing or punishing consequences (operant conditioning) and antecedents (classical conditioning)

Question 26

cognitive mediation (social learning theory)

Answer 26

thinking takes place process information that can be activated between the occurrence of a stimulus and our response.

Question 27

Theory of Multiple Intelligences

Answer 27

biospsychosocial potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture. the ability to solve problems one encounters in life. the ability to generate new problems to solve. the ability to make something or offer a service that is valued within one's culture.

Question 28

8 intelligences(theory of multiple intelligences)

Answer 28

linguistic, logical/mathematical, visual-spatial, bodily kinesthetic, musical, intrapersonal, interpersonal, naturalist

Question 29

linguistic intelligence (theory of multiple intelligences)

Answer 29

capacity to use language to express what is on mind and to understand listening, speaking, reading and writing

Question 30

logical/mathematical intelligence (theory of multiple intelligences)

Answer 30

capacity for mathematical calculation, logical thinking, problem solving, deductive and inductive reasoning, and discernment of patterns and relationships.

Question 31

visual-spatial intelligence (theory of multiple intelligences)

Answer 31

ability to represent the spatial world internally in your mind. visual discrimination, recognition, projection, mental imagery, spatial reasoning and image manipulation.

Question 32

bodily kinesthetic intelligence (theory of multiple intelligences)

Answer 32

capacity to use whole body or parts of body to solve a problem make something or put on some kind of production.

Question 33

musical intelligence (theory of multiple intelligences)

Answer 33

capacity to think in musical images, to hear patterns, recognize them, remember them and perhaps manipulate them

Question 34

intrapersonal intelligence (theory of multiple intelligences)

Answer 34

capacity to understand self, to know who you are, what you can do, what you want to do, how you react to things, which things to avoid, which things to gravitate toward and where to go if you need help.

Question 35

interpersonal intelligence (theory of multiple intelligences)

Answer 35

capacity to understand and communicate with others, to note differences in moods, temperaments, motivations, and skills. to form and maintain relationships and assume various roles within groups and adapt behavior to different environments. perceive diverse perspectives on social and political issues.

Question 36

naturalist intelligence (theory of multiple intelligences)

Answer 36

ability to recognize and categorize objects and processes in nature; caring for, taming and interacting with natural environment, including living creatures

Question 37

theories of moral reasoning

Answer 37

sensitivity to and perceptions of what is right and wrong, from acquired principles of justice and way of caring for others.

Question 38

preconventional morality (theories of moral reasoning)

Answer 38

child's primary motivation is to aviod immediate punishment and receive immediate rewards

Question 39

conventional morality (theories of moral reasoning)

Answer 39

adherence to social rules, troubled by circumstances that make him or her different from other people

Question 40

postconventional morality (theories of moral reasoning)

Answer 40

a concern with moral principles transcending those of their own society

Question 41

Kohlberg's levels and stages of moral development (theories of moral reasoning)

Answer 41

preconventional level: 1. Heteronomous morality 2. instrumental purpose conventional level: 3. interpersonal experiences 4. the societal point of view postconventional level: 5. ethics 6. conscience and logic

Question 42

Gilligan's three stages of moral development (theories of moral reasoning)

Answer 42

survival orientation: egocentric concerns of emotional and physical survival conventional care: actions that please significant others integrated care: take into account the needs of others as well as the self

Question 43

Theories of Cognition in Social work practice

Answer 43

conscious thinking the basis for almost all behavior and emotions; the sources of our problems may involve accurate assessments of the environment, cognitive deficits or cognitive misperceptions or distortions.

Question 44

common cognitive distortions

Answer 44

absolute thinking, overgeneralization, selective abstraction, arbitrary inference, magnification, minimization, personlization

Question 45

absolute thinking

Answer 45

viewing experiences as all good or all bad and failing to understand that experience can be a mixture of both

Question 46

overgeneralization

Answer 46

assuming that deficiencies in one area of life necessarily imply deficiencies in other areas

Question 47

selective abstraction

Answer 47

focusing only on the negative aspects of a situation and consequently overlooking its positive aspects

Question 48

arbitrary inference

Answer 48

reaching a negative conclusion about a situation with insufficient evidence

Question 49

magnification

Answer 49

creating large problems out of small ones

Question 50

minimization

Answer 50

making large problems small and thus not dealing adequately with them

Question 51

personalization

Answer 51

accepting blame for negative events without sufficient evidence

Question 52

Theories of Emotion

Answer 52

physiological, psychological, psychoanalytic, ego psychology

Question 53

differential emotions theory (theories of emotion)

Answer 53

emotions originate in our neurophysiology and our personalities are organized around affective biases. All of us possess the primary emotions of happiness, sadness, fear, anger and interest/excitement.

Question 54

psychoanalytic theory (theories of emotion)

Answer 54

the primacy of internal drives and unconscious mental activity in human behavior. Sexual and aggressive drives are not feelings in themselves, but motivate behavior that will presumably gratify our impulses. positive emotions when drives gratified and negative emotions when they are frustrated.

Question 55

ego (theories of emotion)

Answer 55

the part of the personality responsible for negotiating between the internal drives and the outside world

Question 56

ego psychology (theories of emotion)

Answer 56

highlighted the ego's role in promoting healthy social functioning. represents an effort to build a holistic psychology of normal development

Question 57

attribution theory: a cognitive perspective (theories of emotion)

Answer 57

our experience of emotion is based on conscious evaluations we make about physiological sensations in particular social settings. we respond to situations as we understand them cognitively, which leads directly to our experience of a particular emotion.

Question 58

theory of emotional intelligence (theories of emotion)

Answer 58

a person's ability to process information about emotions accurately and effectively and, consequently read and deal effectively with other people's feelings. to regulate emotions in an optimal manner. self control, zest and persistence, the ability to motivate oneself, understand and regulate one's own emotions. integrating emotional and intellectual systems.

Question 59

social theories of emotion (theories of emotion)

Answer 59

perception, or the interpretation of a situation, precedes emotion. interpretations are learned and become automatic over time. purpose of emotion is to sustain shared interpersonal norms and social cohesion

Question 60

theories of emotion in social work practice

Answer 60

enhance the social worker's understanding of the origins of emotional experiences and describe how negative emotional states may emerge and influence behavior. every primary emotion we experience has the purpose of helping us adjust our relationship with an environmental situation to enhance coping. Secondary emotions emerge from these primary emotions as a result of cognitive mediation.

Question 61

Four sources of emotion-based problems in social functioning

Answer 61

1. primary emotion may not achieve its aim of changing our relationship with the environment to facilitate adaptation. 2. we may, prior to awareness of primary emotion, deny, distort, avoid, or repress it and thus become unable to constructively address our person-environment challenge 3. we may develop cognitive distortions, or irrational meaning construction processes, that produce negative secondary emotions. 4. we may regulate our appropriate emotional experiences poorly, by either minimizing or not maintaining control over them.

Question 62

Cognitive/Emotional Disorders

Answer 62

conceptualize problems in social functioning as mismatches in the fit between the person and environment

Question 63

obsessive-compulsive disorder (cognitive/emotional disorders)

Answer 63

persistent thoughts that are experienced as intrusive, inappropriate, unwelcome and distressful. more than excessive worries about real problems, unable to ignore or suppress (cognitive symptoms)

Question 64

anorexia nervosa (cognitive/emotional disorders)

Answer 64

eating disorder in which person becomes obsessed about food, thinking about it almost constantly, reuses to maintain a reasonable body weight because of distorted beliefs about physical appearance and effects of food on the body (cognitive symptoms)

Question 65

persistent depressive disorder PDD (cognitive/emotional disorders)

Answer 65

mood disorder characterized by lengthy period of depression, sadness regardless of external events (emotional symptoms)

Question 66

agoraphobia (cognitive/emotional disorders)

Answer 66

anxiety disorder characterized by fear of situations or places from which escape might be difficult or embarrassing. person must restrict range of social mobility out of fear of being overwhelmed by anxiety for reasons that are not consciously clear (emotional symptoms)

Question 67

the self

Answer 67

unfolding of innate potentials, and organizing activity, a cognitive structure, a process of shared symbolic activity, a flow of experience.

Question 68

the self as a soul (the self)

Answer 68

the self as a constant and transcending the physical being

Question 69

the self as unfolding potentials (the self)

Answer 69

every human being is a unique biological organism, born with inherent, organically based potentials and ideally striving to lead a life in which the sense of self is consistent with those potentials. all of us are born with a genetic blueprint to which specific substance is added as our lives progress, depending on social and environmental circumstances. our core tendency is to actualize our inherent potentials ROGERS self-actualization

Question 70

the self as organizing activity (the self)

Answer 70

incorporates the notions of action, initiative and organization. experience ourselves as capable of initiating action, and the sense of organization emerges as we synthesize our activities and experiences (psychoanalytic theory and ego psychology)

Question 71

the self as cognitive structure (the self)

Answer 71

the self as thinker implies that action and emotion originate in thought. no assumed innate drives or motivations that propel us to act in particular ways. develop patterns of thinking and behavior through habit, but can be adjusted as we acquire new information. schemata are our internalized representation of the world or patterns of thought, action and problem solving.

Question 72

the self as shared symbolic experience (the self)

Answer 72

the product of symbols that we negotiate and share with others in our culture. theory of symbolic interactionism we develop a s sense of meaning in the world through interaction with our physical and social environments which include other people and all manifestations of cultural life. mind represents our capacity to respond subjectively to external stimuli through conceptualizing, defining, symbolizing, valuing and reflecting. Interpretation of symbols (objects and ideas with shared cultural meanings) and the filtering processes of the mind, we acquire meaning about the world and ourselves.

Question 73

the self as flow of experience (the self)

Answer 73

existentialism. there is no standard or correct human nature, we are all unique and unable to be categorized. we are subjective and ever-changing. we are defined by the process of becoming, for which there is no end point. self is always in process. our essence is defined by our freedom to make choices and our need to discover or create meaning for ourselves.

Question 74

narrative theory (the self as flow of experience)

Answer 74

all of us are engaged in an ongoing process of constructing a life story, or personal narrative, that determines our understanding of ourselves and our positions in the world. human development is inherently fluid, no developmental milestones. life narratives are co-constructed with the narratives of significant people in our family, community and culture. experience is fundamentally ambiguous, we arrange our lives into stories to give our lives coherence and meaning.