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PYB309: Individual Differences and Assessment > Social Cognitive Approaches > Flashcards

Social Cognitive Approaches Flashcards

1
Q

What do Social cognivists argue?

A

That representations of the stimuli also control behaviour

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2
Q

What did George Kelly (1905-1967) determine?

A
  • founder of the social cognitive movement 1950s
  • how you construe determines how you respond
  • we are scientists with the power to rethink events and test hypotheses
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3
Q

What is agentic?

A

Influence and change their lives

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4
Q

What did Albert Bandura (1925-2021) establish?

A
  • recognised reinforcement
  • learning that occurs without receiving direct external reinforcement
  • Bobo doll experiment
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5
Q

What was found in the bobo doll experiment?

A
  • Children spontaneously acted aggressively after watching an aggressive model
  • Expectancies and self-efficacy shape our choices and our choices shape our expectancies and self-efficacy
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6
Q

What did Bandura believe about people and their morality?

A

Good people usually do good things, wicked people often do wicked things

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7
Q

What is Moral Justification?

A

portraying inhumane behaviour as having a moral purpose

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8
Q

What is Euphemistic labelling?

A

sanitising language to make behaviour respectable (e.g., waste rather than kill)

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9
Q

What is an advantageous comparison?

A

trivialising behaviour by comparing it to more immoral acts

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10
Q

What is displacement of responsibility?

A

a legitimate authority accepts responsibility for a behaviour

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11
Q

What is disregarding or misrepresenting injurious consequences?

A

minimise or avoid facing harm caused

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12
Q

What is dehumanization?

A

denying humanness may be used to justify acting with fewer moral constraints

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13
Q

What is the social learning theory?

A

reward appropriate behaviours and specify relevant rules and principles

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14
Q

What is an agentic and proactive person?

A

someone with self-regulation and self-reflection capabilities

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15
Q

What is self-efficacy?

A
  • Belief that one can successfully execute a behaviour in a given situation
  • Determines behavioural competence
  • Implications for insight-oriented interventions versus skills training
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16
Q

What does low self-efficacy lead to?

A

avoidance/escape

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17
Q

What does high self-efficacy generate?

A

persistence

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18
Q

What are Expectancies in the Social Learning Theory?

A
  • Personal beliefs about the consequences of acting in a certain way
  • Vicariously learned and shaped by experience
  • Can have positive and negative expectancies – internal conflict, very similar to Dillard & Miller
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19
Q

What is an example of self-efficacy and expectancies for a depressed mood?

A

Self-efficacy:

  • I cannot cope with social situations
  • I am unable to face that job

Expectancies:

  • If I face my job people at work will find out that I am incompetent
  • staying at home saves me from having to solve that problem
20
Q

What did Walter Mischel (1930-2018) develop?

A
  • a broader approach to the social cognitive theory
  • cognitive-affective personality system (CAPS)
  • network information processing model
21
Q

What does the cognitive-affective personality system (CAPS) involve?

A
  • Encodings
  • Expectancies/efficacy
  • Hot cognition/affect
  • Life goals and values
  • Behavioural scripts
22
Q

What are encodings?

A
  • Personal meaning associated with an external cue
  • Followed by a stream of thoughts, feelings, expectations, goals, scripts that can be rather automatic
  • Same cue but individual subjective experience
23
Q

What is an example of encoding?

A

Being touched by a stranger versus your partner

24
Q

What are expectancies/efficacy?

A
  • Personal Beliefs about outcomes

- Confidence about successfully coping with a certain situation

25
Q

What are hot cognitions/affect?

A
  • Thoughts that activate strong emotions (He/she rejected me and that makes me angry)
  • Includes physiological component
  • Thoughts associated with important consequences
  • Often have existential themes (rejection, major setback, safety, aloneness)
26
Q

What are life goals and values according to Mischel?

A

Life goals = Global outcomes you desire for yourself and that you hold closely (e.g., a close family, social justice, wealth)
Values = Provide direction and structure to life, organise and drive one’s efforts and decisions

27
Q

What are behavioural scripts?

A

Learned ways of responding in an organised way to a given set of CAUs

(through observational learning, direct behavioural learning processes, or our own reflections on what works – we can regulate our own behaviour)

28
Q

What is chronic accessibility?

A

a signature set of connections that are easily primed

29
Q

What are personality dispositions?

A

are really just signatures

30
Q

What is a narcissistic personality?

A

encode others as vulnerable, useful; self-efficacy is exaggerated; criticism cues hostility; values are entitlement oriented; attributions are about greatness, elitism

31
Q

What are the implications for the assessment of social cognitive theories?

A
  • Tend to be focused on specific situations, not very interested in consistencies in personality
  • Expanded focus on self-report
  • Many points of leverage in formulating cases (cues, hot cognitions, self-efficacy, expectancies, values, goals, behavioural scripts)
32
Q

How can diaries be used in the assessment of social cognitive theories?

A
  • Identify cues for presenting problems, identify cues for when presenting problems recede
  • When cues are present, what expectancies/self-efficacy concepts are activated?
  • When do ‘hot’ emotions appear, and what activates them?
  • Behavioural scripts and their effectiveness?
33
Q

How can questionnaires be used in the assessment of social cognitive theories?

A
  • A specific measure may be of little use – a few different measures may help to capture signatures
  • CAUs are interdependent
  • What are the things that give this person meaning? (life goals and values)
34
Q

What is measured by the social phobia scale?

A

fear of being scrutinised during routine activities (e.g., eating, walking in front of others) presenting problem…

35
Q

What scale is the social phobia scale?

A

5-point scale

“not at all” “slightly” “moderately” “very” “extremely”

36
Q

What does the Social Interaction Anxiety Scale measure?

A

fear of more general social interaction – distress when meeting and talking with other people (fear of being inarticulate, boring, sounding silly, or being ignored) presenting problem

37
Q

What is meant by Item-total correlations?

A
  • The correlation between the question score and the overall scale score
  • A good way of eliminating items that may not represent the construct
38
Q

What Item-total correlation is ideal?

A
  • 0.2 or less generally considered small
  • 0.4-0.6 modest correlation
  • 0.70 large correlation
39
Q

What does Test-retest reliability measure?

A
  • Measure of the strength of the association

- Bias: feedback between tests, preparation/practice effects

40
Q

What measure calculates Test-retest reliability?

A

Pearson correlation coefficient

41
Q

What does a Pearson correlation coefficient mean for Test-retest reliability?

A 
1 = perfect reliability
0.9 < 1 = excellent reliability
0.8 < 0.9 = good reliability
0.7 < 0.8 = acceptable reliability
0.6 < 0.7 = questionable reliability
0.5 < 0.6 = poor reliability
< 0.5 = unacceptable reliability
42
Q

What is Construct Validity?

A
  • It can distinguish between people who have vs don’t have certain known characteristics.
  • Convergent validity
  • Divergent validity
43
Q

What is the kind of construct validity called convergent validity?

A

It correlates well with tools that measure the same construct

44
Q

What is the kind of construct validity called divergent validity?

A

It correlates poorly with tools that measure unrelated constructs

45
Q

What are diaries focused on?

A

The presenting problem

PYB309: Individual Differences and Assessment (12 decks)

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