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Modifying Health Behavior Test 2 > Test 2 > Flashcards

Test 2 Flashcards

1
Q

Social Cognitive Theory

A

Personal factors, behavior, environmental influences

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2
Q

Social Network Theory

A

Ego-Centered Sociogram: focus individual is called “ego”, a person in the network is called “alters”

Non-ego-centered sociogram: many people can be in the center “actors and links”

This theory focuses on the relationship between and among individuals and behavior such as family, work, peer, religious, etc.

It is used for limited or defined groups and analyzes supportive roles.

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3
Q

Diffusion of Innovation Model

A 
Innovators 2.5%
Early Adopters 13.5% 
Early Majority 34%
Late Majority 34% 
Laggards 16%
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4
Q

Socioecological Model

A

Individual-Interpersonal-Community-Cultural/Societal- Political/Economic/Structural

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5
Q

Theory of Triadic Influence

A

Brian Flay
(3) Intrapersonal Influences-Interpersonal Influences-Cultural/Environmental Influences

Self-Efficacy/Behavioral Control-Social Normative Beliefs-Attitudes toward behavior
Intentions
Behavior

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6
Q

Chaos Theory (butterfly effect)

A

The field of study in mathematics that studies the behavior of dynamical systems that are highly sensitive to initial conditions- a response popularly referred to ask the butterfly effect.

  • weather, warfare, health epidemics, stock market prices, etc.
  • knowledge level, current attitudes and mood states, genetics, social support and social norms, environment, etc.
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7
Q

Individual Level Theories

A

Health Belief Model, Theory of Planned Behavior, Transtheoretical Model, Extended Parallel Process Model

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8
Q

Social/Environmental Theories

A

Diffusion of Innovations, Social Cognitive Theory, Social Network Theory

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9
Q

Multi-Level Theories

A

Socioecologic Model, Theory of Triadic Influences, Chaos Theory

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10
Q

Classical Conditioning

A

Ivan Pavlov designed an experiment where he rang a bell at the same time as he placed meat powder on a dog’s tongue, which caused the dog to salivate. When he tried ringing the bell without the meat powder, the dog salivated anyway.

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11
Q

Operant Conditioning

A

Behavior rewarded or punished to control behavior by B.F. Skinner

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12
Q

Another name for positive reinforcement

A

Reinforcement

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13
Q

Another name for negative reinforcement

A

Escape

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14
Q

Another name for Positive Punishment

A

Contingent Stimulation

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15
Q

Another name for negative punishment

A

Contingent withdrawal

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16
Q

Natural Reinforcers

A

Occur directly as a result of the behavior

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17
Q

Token Reinforcers

A

Points or tokens that are awarded for performing certain actions. Can be exchanged for something of value.

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18
Q

Social Reinforcers

A

Involve expressing approval of a behavior, such as a teacher, parent, or employer saying “great job.”

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19
Q

Tangible Reinforcers

A

Involve presenting actual, physical rewards

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20
Q

Schedules

A

Rules that control the delivery of reinforcement

21
Q

Shaping

A

Reinforcing approximations of behavior that get closer and closer to the actual behavior

22
Q

What is the relationship between the Social Learning Theory and the Social Cognitive Theory?

A

The Social Cognitive Theory used to be called the Social Learning Theory.

23
Q

How did the Social Learning Theory become the Social Cognitive Theory?

A

In the 1980s Albert Bandura expanded and renamed it the Social Cognitive Theory to move it away from behaviorism and toward individuals consciously operating within their environment. He wanted to include the role of cognition in performing behavior and self-efficacy so the individuals were given agency in their behavior rather than just being conditioned to it

24
Q

What year did the Social Learning Theory begin and when was it changed to Social Cognitive Theory?

A

1960s changed in 1980s

25
Q

Bobo Experiment 1

A

1961: children watched adults interact with toys, acted the same way. Connects to social Learning Theory

26
Q

Banduras Vicarious Reinforcement Experiment

A

1963: when children entered the playroom, the children in the punishment conditions were less aggressive than those in the reward or control conditions. Connects to social learning because the children in the punished group learned the aggression by observational learning but did not imitate it because they expected negative consequences (vicarious reinforcement)

27
Q

Construct of Social Cognitive Theory

A
  • Personal (Individual) Factors
  • Environmental Factors
  • Behavior
28
Q

Subconstructs of Social Cognitive Theory construct Personal (Individual) Factors

A
  • Self-Efficacy
  • Behavioral Capability
  • Expectations
  • Expectancies
  • Self-Control
  • Emotional Coping
29
Q

Subconstructs of Social Cognitive Theory Construct Environmental Factors

A
  • Vicarious Learning
  • Situation
  • Reinforcement
  • Reciprocal Determinism
30
Q

Vicarious Learning

A

Learning could occur through indirect sources such as hearing or observation, rather than direct, hands-on, instruction.

Ex: child hears their parents say bad words and repeats those words.

31
Q

Vicarious Reinforcement

A

Behaviors could be learned through observation of punishment or reward rather than through direct experience.

Ex: a child sees their sibling get rewarded for using the toilet, so that child chooses to use the toilet in hopes of a reward.

32
Q

Reciprocal Determinism

A

The interactive process where a person acts based on individual factors and social/environmental cues, received a response from their behavior, adjusts behavior, acts again, and so on.

33
Q

Critiques of Social Cognitive Theory

A
  • complex and too many revisions over time
  • too many constructs
  • unclear how much weight is given to each construct
  • relationships between constructs is unclear
  • conditions under which each construct occurs is not stated
  • hard to form hypotheses
  • seems like less of a theory and more of a grab bag
34
Q

Sociogram

A

Mapping of relationships within a group to discover structure. Uses actors and links

35
Q

When SHOULD social network theory be used?

A

With key influencers in a limited or defined group who have influence on introducing risk-reducing behaviors by modeling it to others.

36
Q

When should social network theory NOT be used?

A

With a mass population intervention

37
Q

Health Examples of how to use Social Network Theory for at risk and support groups

A

At Risk: needle sharing, indenting groups at risk for HIV/AIDS, this network makes health worse

Support: smoking cessation, support groups that meet regularly, family and friends that help, this network makes health better

38
Q

Critiques of Social Network Theory

A
  • labor intensive and difficult to do-identifying networks and conducting interviews is time consuming
  • confidentiality concerns can be a barrier
  • only for small groups
39
Q

Five Stage of Diffusion of Innovations

A
  • Innovation Development
  • Dissemination
  • Adoption
  • Implementation
  • Maintenance
40
Q

Innovation Development

A

Planning, developing, and testing innovation

41
Q

Dissemination

A

Knowledge of innovation transferred from developers to users through communication and distributed channels

42
Q

Adoption

A

Uptake of behavior by audience, requires movement through stages: knowledge, persuasion, decision to adopt, implementation and confirmation, influenced by awareness, procedural, and principle knowledge

43
Q

Implementation

A

Initial use or practice of technology, focuses on improving self-efficacy

44
Q

Maintenance

A

Keeping adopters using technology

45
Q

Types of Innovation Knowledge

A
  • Awareness: innovation exists
  • Procedural: how to use
  • Principles knowledge: understanding how it works
46
Q

Examples of how DOI can be used to promote health

A
  • Harley helmets
  • baby incubator
  • health pyramid to myplate
47
Q

Proximal vs Distal

A

Proximal: Immediate cause, micro-predicts behavior

Distal: long-term, macro, underlying causes-determines cause, explains it

48
Q

Streams of Influence Meaning

A

Contributing factors to behavior believed to operate across causal levels

Modifying Health Behavior Test 2 (1 decks)

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