Personal Construct Theory (Chapter 11)

Question 1

Characterization of Kelly’s construct theory

Answer 1

Cognitive
how we construct (interpret it ) object reality

Behavior =f(Perception{S STIMULUS})

Question 2

Constructive alternativism (Smith the lawnmower)

Answer 2

Kelly’s constructive alternativism theory is that we choose to interpret the situation
in different ways choosing how we construct events.

Prof. John example about his crabby neighbor Smith

Question 3

Kelly’s view of the person (scientist vs. rat metaphor

Answer 3

People develop individual construct systems just like scientists whole develop
theories

Skinner suggested that behavior is a function of the situation behavior= f (Situation) =f (S)

but all of his research was done on rats who react and think differently than humans

So did Skinner think of himself and his colleagues as rats (doesn’t account for creativity)

Kelly

Behavior = f (Perception [S])
human as a scientist
Kelly=build a model that includes the scientists

Question 4

what is the goal of a construct system?

Answer 4

Goal of construct theory describe, understand, predict and
control (anticipating ) events

Question 5

REP test

(Role Construct Repertory Test) Kelly

Answer 5

Role figures in your life are put under the columns and in the rows you have to choose a construct that best represents them and in the second row you’ll h

Question 6

generating constructs
via “similarity” and “contrast” poles in the REP test

Answer 6

in order to form a construct 2 elements must be perceived as similar (similarity pole)

and there has to be a 3rd element that is perceived differently (contrast pole)

Question 7

Submerged (repressed) contrast pole

Answer 7

Could be expressed in words but now either one or both poles of the construct cannot be verbalized

Question 8

Verbal construct

Answer 8

Expressed in words

Question 9

Preverbal constructs

Answer 9

are learned before the person develops the use of language.
(Basically, kids do not possess the skills to speak words but can still express themselves. An example of this is when kids use sign language or gestures to
communicate their needs such as hunger and sleepiness)

Question 10

Core constructs

Answer 10

basic to a person’s functioning; can be changed only with great consequences for the rest of the construct system

Question 11

Peripheral constructs

Answer 11

much less basic; can be altered without serious modification of the core structure

Question 12

SUPERrordinate-basic level

Answer 12

most broad &includes all of information

ex.apple is a basic traist can be a granny smith apple or laptop

broadest construct: dog

Question 13

SUBORDINATE

Answer 13

are middle-level constructs which are more narrows & specific ex. Golden retriever, german shepherd, poodle

Question 14

good-kind-charitable

Answer 14

more likely to describe someone as kind (basic level)

charitable is more narrow.(subordinate)

and good is too broad (superordinate)

Question 15

·cognitive complexity: complex vs. simplistic construct systems and finding

Answer 15

Cognitive Complexity: Has many constructs & provides for considerable differentiation in perception of phenomena. (high) RELATED TO OPENNESS

greater accuracy, & potential recognize differences between contrasts of constructs

(more accurate in predicting behavior, empathy, analyze differences)

Cognitively simple system: Has few constructs & provides for poor differentiation in perception of phenomena (low)

ex. only sees people as bad
Only to one or two dimensions repeated from line to line (through labeled with different words) (sees people in an identical way even to the extent of one construct

Question 16

range of convenience
(kelly)

Answer 16

,those events or phenomena that are covered by a construct or by the construct system.

Question 17

what are the 3 theories of motivation:

Answer 17

Push, Pull, and Jackass theories

Question 18

(carrot theories ) Behaviorist theory:

Answer 18

people are motivated by external factors such as rewards & punishments

Think of skinner ex. I work hard for a big salary

Question 19

Push theory

Answer 19

All individuals have internal or motives that push or properly them forward People are driven to x

ex. I felt a push to eat the cake,

ex. I was driven to workout because my ideal self goal is to be fit

Question 20

Jackass theory (Kelly)

Answer 20

organisms are always active cognitively active, always processing information

ex. When I’m relaxing on my sofa I’m mapping out my week, I’m always thinking,

ex. When I’m watching a show I’m making predictions

Question 21

Tolman’s tourist rats (learning without reinforcement)

Answer 21

rats were put into a trait transported around the maze even though there was no reward (reinforcement) rats knew how to get out of the maze when given an incentive since they had a cognitive map

Question 22

Anxiety

Answer 22

Occurs when the person recognizes that his or her construct system does not apply to the events being perceived

EX. A person whose construct is caring shows selfish behavior she broadens her construct to include selfish/caring behavior

Question 23

threat

Answer 23

occurs when the person is aware of an imminent, comprehensive change in his or her construct system

EX. music major will perform in front of a music jury that will determine the grade of their semester associates failure as threat

Question 24

Psychopathology: How does Kelly define it

Answer 24

Psychoplathology is a disordered response to anxiety

Defined in terms of disordered functioning of a construct stystem

Question 25

Fixed role therapy: 3 conditions favoring change

Answer 25

1. Ceate atmosphere for experimentation try out new constructs (new ways of thinking 7 behaving)

Ex. If you don’t like your career change it; people are always changing )

2. Provide new elements (new objects; experiences persons to construe)
3. Validational data (get out and do some stuff ) get feedback to see weather constructions work

EX. I can’t go to office hours is too scary we’ll let’s test that belief =hypothesis)Try it out and collect data

Question 26

Incremental and entity belief (carol dweck)

Answer 26

incremental beliefs (now Growth Mindset):

Belief that people can change these attributes (e.g., intelligence, shyness, emotions) IN LITTLE STEPS , PROGRESS AND NOT PERFECTION.

Entity beliefs (now Fixed Mindset):
Belief that these attributes are fixed, cannot be changed (issue: then you’re stuck, won’t try!) like a ROCK
(An entity view of intelligence suggests that is fixed cannot be change)

Question 27

New research on irrational beliefs (Beck; Ellis

Answer 27

They have the belief we making ourselves unhappy due our own IRRATIONAL
beliefs
(ex. I must get an A if I get a B I’m a failure)

Developed CBT & RET (Rational emotive therapy

got the cognitive from kelly and Beahvior from skinner