Quiz 6 Flashcards
Wieber et al. (2011):
Elementary students were placed in front of a computer and asked to solve a series of mathematical problems while distracting cartoons popped up on the screen.
Group 1 was asked to form an implementation intention (i.e., as soon as the video pops up, I will ignore it).
Group 2 was not asked to form an implementation intention.
Results: Students who formed the implementation intention solved more problems than did students who did not form the implementation intention. Without an implementation intention, they were vulnerable to distraction.
(rev)
high effort
Difficult goals stimulate
(rev)
Once a goal has been set, it does not inevitably and automatically translate itself into an effective performance.
To facilitate action, people need to find the means by which they will accomplish the goal.
Mental Simulations
(rev)
High Inhibition
Those with the leadership motive pattern have _________, respect for institutional authority, discipline, and self-control.
(rev)
underlies Goal Striving (think about what they need to do to attain the chosen goal).
Implemental mindset
(rev)
the person exits the plan
In TOTE, if and whenever the present matches the ideal, the person ________ the plan.
Discrepancy reduction
based on a feedback system.
The environment provides feedback about how well the current performance matches with the ideal one.
(rev)
based on a feed-forward system. The person (not the environment) deliberately sets a higher goal.
Discrepancy creation
People with different mindsets have different ______, _________, or ________.
ways of thinking, behaving, or coping.
(rev)
Group 1: Outcome Simulation (Focus on the Goal)
Visualize yourself getting a high grade on your psychology midterm… imagine how you would feel. It is very important that you see yourself getting a high grade on the psychology midterm and have that picture in your mind.
Group 2: Process Simulation (Focus on Implementation Intentions)
Visualize yourself studying for the midterm in such a way that would lead you to obtain a high grade. As of today and for the remaining days before the final, imagine how you would study to get a high grade on your psychology midterm. It is very important that you see yourself actually studying and have that picture in your mind.
Results: students in the second condition studied more and made better scores.
Experiment by Pham & Taylor (1999):
(rev)
goals reflect our interests, needs, values and preferences.
Self-congruent
(rev)
are mental events - beliefs, expectations, goals, plans, mindsets, judgments, values, self-concept, etc. They refer to a person’s ways of thinking. They function as a “spring to action”, a moving force that energizes and directs action in purposive ways.
Cognitions
(rev)
undelies Goal Setting (people in a deliberative mindset think about what they want, which goal they should choose, think about the feasibility of each goal, etc).
Deliberative mindset
Deliberative mindset
undelies Goal Setting (people in a deliberative mindset think about what they want, which goal they should choose, think about the feasibility of each goal, etc).
(rev)
moderate effort.
Medium goals stimulate
______ is directly proportional to the difficulty of the goal.
effort
Mindsets can be a ________ or __________.
personality disposition or can be situationally determined (family, culture,
social group)
Goal specificity
refers to how clearly a goal informs us precisely what we
need to do.
Implemental mindset
underlies Goal Striving (people in a implemental mindset think about what they need to do to attain the chosen goal).
(rev)
Fixed mindset
People in a _________ believe that their personality, intelligence, skills, etc. are fixed and cannot be changed
Those with the ______ desire to exercise influence, are not concerned with being liked, and are well controlled or self-disciplined (the stereotypical military commander).
Leadership motive pattern
(rev)
the type of goal we set.
Key determinant
(rev)
- Getting started. People sometimes have trouble getting started. Deciding in advance when and where we will enact our goal-directed behavior facilitates getting started.
- Finishing up. People have trouble persisting and finishing when
they encounter distractions and interruptions
Implementation Intentions facilitate goal-directed behavior in two ways:
(rev)
how hard it is to accomplish a goal. The more difficult the goal, the more it energizes.
Goal difficulty refers to
Goals vary in _______, __________, and _________.
difficulty, specificity, and congruence.
2 types of discrepancy
(or incongruity):
- Discrepancy reduction
2. Discrepancy creation
(rev)
a cognitive framework that influences our thinking, feeling, behavior, and decision making.
Mindset
In TOTE, if and whenever the present matches the ideal, the person ________ the plan.
exits
Medium goals stimulate
moderate effort.
Self-discrepant goals
are in conflict with our self and what we want.
(rev)
means to specify in advance the goal-striving process
“when, where, and how” a person has to act in order to accomplish a goal.
Implementation Intentions
(rev)
mismatch motivates the individual to operate on the environment with a planned sequence of action.
In TOTE model, Operate is a
In TOTE model, As long as ______ persists, action (“operate”) continues.
incongruity
(rev)
effort
______ is directly proportional to the difficulty of the goal.
(rev)
Elementary students were placed in front of a computer and asked to solve a series of mathematical problems while distracting cartoons popped up on the screen.
Group 1 was asked to form an implementation intention (i.e., as soon as the video pops up, I will ignore it).
Group 2 was not asked to form an implementation intention.
Results: Students who formed the implementation intention solved more problems than did students who did not form the implementation intention. Without an implementation intention, they were vulnerable to distraction.
Wieber et al. (2011):
3 mindsets:
- DELIBERATIVE-IMPLEMENTAL
- PROMOTION-PREVENTION
- GROWTH-FIXED
(rev)
little effort.
Easy goals stimulate ________
Difficult goals stimulate
high effort
People in a _________ believe that their personality, intelligence, skills, etc. are fixed and cannot be changed
Fixed mindset
(rev)
Experimenters asked college students going home for the Christmas holidays how they planned to spend their time and what they wanted to accomplish (e.g., write a paper, read a book, solve a family conflict).
Group 1 formed explicit implementation intentions for their goal: they picked a specific time and a specific place in which to carry out the goal-directed action (e.g., “On the morning of December 21, I will go to the public library and write the first draft on my paper”).
Group 2 were not asked to specify a time and a place for their goal-directed action but were simply encouraged to do their best to accomplish their goal.
Results: a majority of student in group 1 accomplished their goal.
Gollowitzer & Brandstatter (1997):
No significant difference emerges among people with ____________
short-term, long-term, or a mixture of short- and long- term goals. They all outperform people with no goals.
(rev)
- Discrepancy reduction
2. Discrepancy creation
2 types of discrepancy
(or incongruity):
Easy goals stimulate ________
little effort.
People in a __________ are sensitive to positive outcomes. They tend to attain gains (e.g., to graduate, develop new skills, earn extra money…)
Promotion mindset
People in a ________ believe that their personality, intelligence, skills etc. are malleable and can be increased with effort.
Growth mindset
In TOTE model, Operate is a
mismatch motivates the individual to operate on the environment with a planned sequence of action.
Experiment by Pham & Taylor (1999):
Group 1: Outcome Simulation (Focus on the Goal)
Visualize yourself getting a high grade on your psychology midterm… imagine how you would feel. It is very important that you see yourself getting a high grade on the psychology midterm and have that picture in your mind.
Group 2: Process Simulation (Focus on Implementation Intentions)
Visualize yourself studying for the midterm in such a way that would lead you to obtain a high grade. As of today and for the remaining days before the final, imagine how you would study to get a high grade on your psychology midterm. It is very important that you see yourself actually studying and have that picture in your mind.
Results: students in the second condition studied more and made better scores.
(rev)
Leadership motive pattern
Those with the ______ desire to exercise influence, are not concerned with being liked, and are well controlled or self-disciplined (the stereotypical military commander).
Those with the leadership motive pattern have _________, respect for institutional authority, discipline, and self-control.
High Inhibition
Key determinant
the type of goal we set.
(rev)
Prevention mindset
People in a _________ are sensitive to negative outcomes. They tend to prevent losses (prevent bad things from happening, tend not lose what they already have, tend to be responsible, avoid mistakes, keep danger at bay)
(rev)
ways of thinking, behaving, or coping.
People with different mindsets have different ______, _________, or ________.
(rev)
are in conflict with our self and what we want.
Self-discrepant goals
Mental Simulations
Once a goal has been set, it does not inevitably and automatically translate itself into an effective performance.
To facilitate action, people need to mentally simulate the means by which they will accomplish the goal.
(rev)
difficulty, specificity, and congruence.
Goals vary in _______, __________, and _________.
Mindset
a cognitive framework that influences our thinking, feeling, behavior, and decision making.
(rev)
we anticipate a potential distraction and form an intention of what we will do once the distraction occurs (“When I encounter situation X, I will do Y.”).
Solution to distractions from a goal
Leadership Motive Pattern is a special variant of the need for power. It consists of a pattern of needs:
- high need for power;
- low need for intimacy/affiliation;
- high inhibition
Goal difficulty refers to
how hard it is to accomplish a goal. The more difficult the goal, the more it energizes.
The cognitive mechanism by which plans energize and direct behavior is the _____________.
Test-Operate-Test-Exit (TOTE) model.
(rev)
- DELIBERATIVE-IMPLEMENTAL
- PROMOTION-PREVENTION
- GROWTH-FIXED
3 mindsets:
(rev)
based on a feedback system.
The environment provides feedback about how well the current performance matches with the ideal one.
Discrepancy reduction
(rev)
Growth mindset
People in a ________ believe that their personality, intelligence, skills etc. are malleable and can be increased with effort.
(rev)
- high need for power;
- low need for intimacy/affiliation;
- high inhibition
Leadership Motive Pattern is a special variant of the need for power. It consists of a pattern of needs:
(rev)
Test-Operate-Test-Exit (TOTE) model.
The cognitive mechanism by which plans energize and direct behavior is the _____________.
(rev)
goal striving, effort, persistence, focused attention and strategic planning.
GOAL STRIVING
(rev)
personality disposition or can be situationally determined (family, culture,
social group)
Mindsets can be a ________ or __________.
In TOTE model, test means:
we compare the present state against the idea.
GOAL STRIVING
goal striving, effort, persistence, focused attention and strategic planning.
(rev)
Promotion mindset
People in a __________ are sensitive to positive outcomes. They tend to attain gains (e.g., to graduate, develop new skills, earn extra money…)
(rev)
incongruity
In TOTE model, As long as ______ persists, action (“operate”) continues.
(rev)
short-term, long-term, or a mixture of short- and long- term goals. They all outperform people with no goals.
No significant difference emerges among people with ____________
Gollowitzer & Brandstatter (1997):
Experimenters asked college students going home for the Christmas holidays how they planned to spend their time and what they wanted to accomplish (e.g., write a paper, read a book, solve a family conflict).
Group 1 formed explicit implementation intentions for their goal: they picked a specific time and a specific place in which to carry out the goal-directed action (e.g., “On the morning of December 21, I will go to the public library and write the first draft on my paper”).
Group 2 were not asked to specify a time and a place for their goal-directed action but were simply encouraged to do their best to accomplish their goal.
Results: a majority of student in group 1 accomplished their goal.
(rev)
refers to how clearly a goal informs us precisely what we
need to do.
Goal specificity
Solution to distractions from a goal
we anticipate a potential distraction and form an intention of what we will do once the distraction occurs (“When I encounter situation X, I will do Y.”).
Implementation Intentions
means to specify in advance the goal-striving process
“when, where, and how” a person has to act in order to accomplish a goal.
Implementation Intentions facilitate goal-directed behavior in two ways:
- Getting started. People sometimes have trouble getting started. Deciding in advance when and where we will enact our goal-directed behavior facilitates getting started.
- Finishing up. People have trouble persisting and finishing when
they encounter distractions and interruptions
Self-congruent
goals reflect our interests, needs, values and preferences.
Discrepancy creation
based on a feed-forward system. The person (not the environment) deliberately sets a higher goal.
(rev)
we compare the present state against the idea.
In TOTE model, test means:
People in a _________ are sensitive to negative outcomes. They tend to prevent losses (prevent bad things from happening, tend not lose what they already have, tend to be responsible, avoid mistakes, keep danger at bay)
Prevention mindset
Cognitions
are mental events - beliefs, expectations, goals, plans, mindsets, judgments, values, self-concept, etc. They refer to a person’s ways of thinking. They function as a “spring to action”, a moving force that energizes and directs action in purposive ways.
