SCT Actual Lecture V. Flashcards

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1
Q

3 Major Charachteristics of People, Bandura

A

They reason about the world with language (important because we are the only organism that can do this, language is constantly evolving, anything we can express can be done so in one way or another, how we form our thoughts/label emotions and conceptualize internal universe is through language)
Only creatures that can contemplate present, past, and expected or hypothetical future events (whether it is realistic or not) knowing how a person conceptualizes their past is important to understanding them currently
They reflect on themselves, thinking about themselves and their own thinking, imagine all kinds of things (relative lack of imagine plays an enormous role in what becomes of people’s lives/how they build their personality over time) ABSENT FROM BEHAVOURISM THEORY^^^, THEY DIDN’T CARE HOW PEOPLE THOUGHT (because they believed people’s thoughts didn’t influence their actions)

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1
Q

View of person

A

View the person as a relatively rational planner and “knower” who actively learns from the social world and the environment while also applying his own knowledge in order to self-regulate, plan, set goals, and reach objectives

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2
Q

How did Harry Stack Sullivan emphasize need for personality?

A

Humans are sophisticated social-problem solvers, as well as practical/everyday environment, intellectual problems, or any other kind of situations (Harry Stack Sullivan EMPHASIZED THIS ^^said that if you don’t interact with other people you don’t need a personality in the first place)

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3
Q

Research methods of SCT

A

Research is both nomothetic and idiographic
Some research focuses on groups in larger human samples, but sometimes single-case studies and biography matters
Intends to capture the idiosyncrasies of individuals

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4
Q

Psychology of Chance Events Ressearch

A

Most people have turning points in their life that come at random
Bandura’s perspective, on the basis of his own life, was that this has considerable influence on planning and direction of the life course
For many people life doesn’t turn out the way they planned–positive or negatively

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5
Q

Intentionality, Bandura

A

an intention is a representation of future courses of action to be performed; agents in our social and physical environment (however some aspects of behaviour are due to environment, admitting some of what behaviourism stated, BUT ALMOST ALL OF BEHAVIOUR IS DIRECTED BY THE PERSON, BELIEFS ABOUT OUTCOMES, VERY SIMILIAR TO ROTTER’S BEHAVIOURAL POTENTIAL/NEED POTENTIAL/REINFORCEMENT VALUE)

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6
Q

Beliefs, Bandura

A

Beliefs: held about possible future outcomes; we anticipate and seek rewarding events (BASE OUR ACTIONS ON WHAT OUTCOMES WE CAN ATTAIN –SIMILIAR TO EXPECTANCIES FROM ROTTER)

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7
Q

Forethought:

A

setting goals, anticipating consequences, selecting and creating a course of action (ALLOWS PPL TO MOTIVATE THEMSELVES, works closely with intentionality, predicting future)

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8
Q

Self-Reactiveness:

A

an agent in environment is seen as a motivator (self-reinforce ment) and self-regulator; we regulate and motivate ourselves, thinking, emotions; the regulation of motivation, affect, and action requires self-monitoring

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9
Q

Self-Reflectiveness:

A

capacity to examine one’s own thoughts and actions, evaluate the meaning of our pursuits, to evaluate one’s own thoughts and actions

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10
Q

Personal standards vs. Performance guidance

A

Performance Guidance (self-evaluation, standards of performance for yourself, can become too exaggerated–similiar to Rotter’s minimal goals
SELF-REACTIVENESS REQUIRES Personal Standards ( moral standards, merit standards)

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11
Q

Two types of learning recognized by Bandura

A

SOCIAL AND COGNITIVE

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12
Q

Bandura, what drives behavior?

A

governed by environmental factors and person variables, including thoughts and feelings
Humans are agents in their environment
An essential feature of being human is able able to influence one’s environment to intentionally make things happen by one’s actions

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13
Q

Bandura’s Triadic Reciprocal Determinism, Process

A

Behavioural factors influence environmental factors influence personal variables
ALL INFLUENCING EACH OTHER
Occuring every hour of every day of our life
We have agency within this triangle of determinism; we are agents in the environment COMPLETE CONTRAST TO BEHAVOURISM, INDIVIDUAL FREEDOM, VERY NORTH AMERICAN

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14
Q

Features of self-efficacy, Bandura

A

-subjective
-major aspect of self reflectiveness
-person’s belief in their capability to exercise some measure of control over their own functioning
-NOT general, very specific and used in specific situations

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15
Q

How is self-efficacy more important than reinforcement?

A

Self-efficacy is more powerful in determining behaviour than reinforcement value, if you don’t believe that you can exercise a certain measure of control in this specific environment, you won’t do it
If you don’t believe you can perform, you won’t do it
Based on one’s evaluation of info we have about our abilities in that context

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16
Q

Sources of Efficacy PVVE

A

Performance accomplishments: from past performance (grades, etc.)
Vicarious experiences: watch other people do it and figure that we can do it
Verbal persuasion: you verbally persuade yourself to do it, or someone else tells you can do it
Emotional arousal: TEND TO BE NEGATIVE someone tells you that you can’t do something so try to do it, anger can be a motivator, fear can be a motivator, but determination can also be a motivator (THIS ONE ISN’T NEGATIVE)
If you think you have the capacity, then you can

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17
Q

Personality signature, Mischel

A

PERSONALITY SIGNATURE It’s not whether people’s behavuiour is consistent and matches perfectly across situations: THIS IS NOT HOW HUMANS WORK, PERSONALITY IS NOT ABOUT CONSISTENCIES IT IS ABOUT THE PATTERN BY WHICH YOUR BEHAVIOUR CHANGES FROM SITUATION TO SITUATION; THIS PATTERN IS RELATIVELY STABLE
Can define personality on this bases ^^3

18
Q

1st central question of the CAPS approach

A

How do we capture the nature of the stability and consistency that exists in the behavioural expressions of individual differences relevant to personality?

19
Q

2nd central question of caps approach

A

How do we understand the psychological processes and structures that underlie those expressions and how do they function in a coherent manner?

20
Q

Mischel and Shoda use the term “behavioral signature of personality” to refer to

A

a person’s pattern of variability of behavior.

21
Q

Mischel, how to predict behavior?

A

Behaviour can be reasonably predicted ONLY when personal variables and situations are considered together (VERY COMPLEX EVEN THOUGH IT SOUNDS SIMPLE)
The notion of any situation is extremely complex (how did this person get here? Why are they here? What are they doing? Etc. etc., assessing this is not simple at all)

22
Q

Behavioral signature of personality

A

Individual can be expected to react consistently to situations with similar psychological cues over time (SAME SITUATIONS = ELICIT SAME BEHAVIOUR)
This results in a consistent “if A…then B…” pattern——–BECOMES BEHAVOURAL SIGNATURE OF PERSONALITY

23
Q

How do high-demand/high stress situations impact cross situational consistency?

A

High demand/High stress situations = often result in cross situational consistency, people tend to react in a similar way in situations that cause stress
Stressful job: you tend to react the same way to stress, but in some cases this rigidity in stressful situations is not good (like the freaking out before every single exam in every single moment of this degree)

24
Q

How Do People Acquire the Knowledge/Skills that form Personality?, Bandura

A

Observational learning (along with classical conditioning and operant conditioning) via repeated observations
People acquire complex social skills/ways of thinkign by observing the models of others
Model can be any media
Learning is complex and involves learning general rules of behvaviour by observing others

25
Q

How does Mischel view traits/trait theories?

A

traits are actually complex skill structures that allow you to function differently in diff situations

26
Q

Mischel, hot vs. cold mental system

A

“Hot mental systems” ID increase the value of the reward, PLEASURE PRINCIPLE “cold mental systems” EGO decreases or neutralizes the value of reward (USED DURING MARSHMALLOW EXPERIMENTS)

27
Q

Limitations of SCT

A

-no unified voice, lots of broken up research
-Poor assessment/not a lot of success in figuring out how to assess this prediction of behaviour

28
Q

What does the reenactment of learned behavior depend on?

A

Whether it is enacted depends of self-regulation, situations individual is in, skills to reenact the behavior itself,

29
Q

COMPETENCIEs, Mischel

A

Repertoire of overt/covert behaviours, skills SHARES THIS WITH BANDURA

30
Q

Encoding strategies, Mischel

A

Encoding Strageties: how we categorize personal events, retain them as a form of information

31
Q

Personal constructs, Mischel

A

Personal Constructs: how we categorize physical events, borrowed from Kelley

32
Q

Expectancies:

A

probability estimates about the outcome of courses of action in specific situations; people also form expectancies about multiple situations idiosyncratically, meaning that different people group different situations different ways, it is specific and individual (ROTTER (reinforcement value) (BANDURA, self-efficacy)

33
Q

Personal goals and values, Mischel

A

Personal Goals and Values: value that people place on various outcomes (reinforcement value from Rotter, if you value something enough you’ll pursue it)

34
Q

Self-Regulator Systems and Plans, Mischel

A

PEOPLE can manage their thoughts/emotions/impulses (extremely important in being able to reach goals) self-reinforcement, self-evaluation, individual strageties and scripts for organizing actions and affecting outcomes; scripts are changeable (Kelley, scripts, BASIS OF FIXED ROLE THERAPY IN PCT)

35
Q

Why is excessive positive self-enhancement a good and bad thing?

A

People who over-evaluate themselves with a “fighting spirit” don’t always do better but they do have a more optimistic perspective and psychologically healthy way of approaching problems
Better probelm solvers, tend to be more conscientiousness, possibly live longer
Greater optimism is actually very adaptive/may have better self-efficacy and accomplish more

36
Q

Why is self-verification with a low self-concept dangerous?

A

DANGEROUS: If you have a tendency to view yourself as less lovable/capable, then you will still seek to verify low self-concept

37
Q

What are the differences between people who set learning goals and performance goals?

A

Learning goals: striving to learn something, academic (going to class to understand something about that class, have less anxiety)
Performance goals: tend to be associated with greater anxiety than learning goals (idea here is that you go to class is to get an A, not to learn), PEOPLE WHO HAVE PERFORMANCE GOALS DON’T CARE ABOUT THE LEARNING PROCESS

38
Q

Why is the entity vs. incremental implicit theory/assumptions about intelligence relevant to health and education?

A

People who think that abilities are written in stone “I’m not smart” are rigid with low self-efficacy, tend to establish performance goals instead of learning goals (SUCCESS THE ONLY THING THAT MATTERS)

39
Q

Example of assumptions about emotions, Dweck, and why those assumptions might be dangerous

A

ASSUMPTS ABOUT EMOTIONS: Emotions can also vary and change: where is anger? You have nowhere to store anger, theres no anger system or in your veins, its something you grow and feed y the way you think and talk to yourself, you stoke anger its NOT something you’re born with (GENETICS ARE NOT DESTINY)

40
Q

How did Higgins say that we learn skills and develop efficacy?

A

How we set standards for self-evaluation and performance: this how we learn more skills and develop efficacy

41
Q

Difference between people with ideal standards and ought standards

A

Ideal Standards/ self: what we want to be, better success motivation, adapt better, promoting positive outcomes
Ought Standards/ Self: what believe we SHOULD BE, harsh standards, always trying to avoid failure, cautious and conservative in approach to things CONSTANTLY WORRIED ABOUT PREVENTING NEGATIVE OUTCOMES

42
Q

Why is Higgins assumption that depression and anxiety are polar opposites not very accurate?

A

Higgins thinks that depression and anxiety are opposites, but really they are two very similar expressions of human distress

43
Q
A