Textbook Chapter 15 Flashcards

Question

why do some succeed in making exercise a part of their lives, while others fail?

Answer 1

one explanation has to do with whether the would-be exerciser incorporates exercise into his/her self-schema

Answer 2

cognitive reps of ourselves that we use to ORGANIZE and PROCESS SELF-RELEVANT info consists of BEHAVIOURS/ATTRIBUTES that are MOST IMPORTANT to yuo

Answer 3

basic info name, physical appearance, significant relationships - these are found within everyone's self-schema

Answer 4

the UNIQUE features within your self-schema ie. some people include ATHLETE or PHYSICALLY FIT in their self-schemas - consider athletic activities as part of who they are

Answer 5

self-schema ie. independence or friendliness if you consider yourself a friendly person, you frequently evaluate/decide your behaviour by asking "was that a friendly thing to do/what would a friendly person do?" but it may never occur to someone else to evaluate their actions in terms of friendliness

Answer 6

(stored in memory) religion geography basketball school men clothing parents wine these are all placed at a different distance away from the centrally placed SELF

Answer 7

we behave differently

Answer 8

kids with PROSOCIAL as part of their self-schemas = more likely to GIVE VALUABLE TOKENS to others than kids who didn't include prosocial in their self schemas

Answer 9

higher levels of SEXUAL DESIRE and STRONGER ROMANTIC ATTACHMENTS than those whose self-schemas didn't include sexuality

Answer 10

interact with others in a WARMER, MORE ENGAGED MANNER (simpatico: interpersonal style emphasizing hospitality and graciousness)

Answer 11

look at how people PERCEIVE and USE INFORMATION presented to them ie. answer yes or no "are you a competitive person" ^ some people will answer this immediately and decisively, while others will pause to think ^ diff people will find Qs about diff traits easier or harder to answer ITEMS THAT WERE EASY TO ANSWER ARE THOSE FOR WHICH YOU HAVE A WELL-DEFINED SCHEMA

Answer 12

their schema allows them to UNDERSTAND the concept RETRIEVE RELEVANT INFO and RESPOND IMMEDIATELY

Answer 13

processing of schema-related info

Answer 14

organizing and storing information people retrieve info from memory more readily when they have a strong schema for a topic than when info is stored in a less organized manner

Answer 15

1. Ps had to answer non-self-schema related Qs and 2. Ps had to decide whether a word described them - had to process info through their self-schemas after, they were asked to RECALL AS MANY OF THE 40 WORDS AS POSSIBLE when Ps answered Qs about themselves, they were MORE LIKELY TO REMEMBER THE INFO than when the question hadn't been processed through self-schema THIS SERVES AS EVIDENCE OF A SELF-SCHEMA

Answer 16

the self-referent words were EASIER TO REMEMBER than those not processed through self schemas self-reference effect!

Answer 17

easier to remember info that we process through our self-schemas /that we relate to ourselves in some way

Answer 18

something about ourselves ie. when hearing about a friend's trip to Paris, may think of your own visit to Paris

Answer 19

students significantly more likely to remember a friend's birthday that is CLOSE TO THEIR OWN ie. you're more likely to remember a friend's birthday that's in November if your bday is that month too, and less likely to remember a friend's bday in April

Answer 20

refresher: Denise and Carlos both do badly on a deductive logic and argumentation exam Denise brushes it off, while Carlos is pre-occupied with it, worries about it, considers taking another course on it Carlos is planning on going to law school, while Denise is not negative evaluation of deductive logic skills MEANS SOMETHING QUITE DIFFERENT to Carlos than it does to Denise POINTS to the fact that our BEHAVIOUR is directed NOT ONLY by COGNITIVE REPS of ourselves in the moment, but ALSO BY REPS OF WHAT WE MIGHT BECOME

Answer 21

possible selves ie. think about a future with lots of friends, a medical degree, a physically fit body

Answer 22

cognitive reps of the kind of person we might become someday fairly stable over time

Answer 23

1. ROLES/APPLICATIONS a) includes those we ASPIRE to (community leader, doctor) and those we FEAR we may fall into (alcoholic, divorced parent) 2. ATTRIBUTES we think we may possess in the future

Answer 24

dreams and aspirations and fears and anxieties

Answer 25

1. PROVIDE INCENTIVES for future behaviours ^ help guide our decisions - choose what helps us reach our goals/avoid our fears 2. help us INTERPRET THE MEANING of our BEHAVIOUR/EVENTS in our lives ^ ie. man with a "pro baseball pitcher" possible self will attach very diff meaning to arm injury than someone who doesn't think of himself that way ^ ie. woman with possible "cancer patient" possible self will react diff to changes in her health than someone without this cognitive rep

Answer 26

we pay MORE ATTENTION and have STRONGER EMOTIONAL REACTIONS to events that are relevant to our possible selves

Answer 27

predicting future behaviour used to look at: - binge drinking - academic performance - weight loss - adherence to exercise problem

Answer 28

more than 1/3 of the juvenile delinquents had developed a CRIMINAL POSSIBLE SELF very few of these adolescents possessed possible selves for more conventional goals (like having a job)

Answer 29

female high school/college students are less likely to see themselves in traditionally masculine roles uni women are less likely than men to have possible self that includes a career in MATH/SCIENCE/BUSINESS male students are less likely to see themselves in careers related to ARTS/CULTURE/COMMUNICATION

Answer 30

high school girls with FRIENDS in science / who receive ENCOURAGEMENT from peers are more likely to develop a scientist possible self same-gender MODELS also help people = more optimistic about reaching their hoped-for occupation when they know someone already in that position

Answer 31

real-self and ideal-self Rogers described difficulties people face when their real-selves are very far off from their ideal-selves

Answer 32

proposes 3 different cognitive representations of the self 1. actual self 2. ideal self 3. ought self

Answer 33

self-discrepancy theory contains all the INFO you have about the kind of person you ARE (or believe you are) similar to notion of self-concept

Answer 34

your mental image of the kind of person you WOULD LIKE to be includes your DREAMS, ASPIRATIONS and GOALS

Answer 35

self you BELIEVE YOU SHOULD BE kind of person who FULFILLS DUTIES/OBLIGATIONS that have been DEFINED FOR YOU by VARIOUS SOURCES (ie. parents, religion) ie. devoted parent, patriotic citizen, community contributor

Answer 36

compare the way we act (actual self) with the way we want to be (ideal self) or feel we should be (ought self) we often fall short

Answer 37

disappointment rejection sadness

Answer 38

agitation anxiety guilt

Answer 39

outside of conscious awareness so we can experience sadness or guilt without being aware of WHY we feel this way

Answer 40

ideal self discrepancy: sadness, rejection, disappointment ought self discrepancy: guilt, anxiety, agitation

Answer 41

they stay pretty stable

Answer 42

Japanese students had larger discrepancies between actual and ideal selves than Canadian students did but this increase in self-criticism didn't lead to higher levels of depression

Answer 43

"the best scientist is one who approaches his subject [as] intimately as a clinician...and the best clinician is one who invites his client to join him in a controlled investigation of life"

Answer 44

inappropriate thoughts as cause of mood disorders and self-defeating behaviour people become anxious or depressed because they harbour anxiety or depression arousing thoughts

Answer 45

to help clients RECOGNIZE inappropriate thoughts and REPLACE them with more appropriate ones

Answer 46

self-defeating thinking man who suffers from shyness prob approaches party saying "no one will want to talk to me because they think I'm dumb and stupid" this man has set himself up to fail will conclude at the party, from slightest cue, that things are going poorly as he anticipated they would

Answer 47

psychological problems based on IRRATIONAL and SELF-DEFEATING thinking

Answer 48

emotional disorders like DEPRESSION and ANXIETY

Answer 49

Albert Ellis

Answer 50

RATIONAL EMOTIVE THERAPY A-B-C process blend of cognitive and behavioural therapies

Answer 51

because of FAULTY REASONING and reliance on IRRATIONAL BELIEFS

Answer 52

basis of Ellis' rational emotive therapy A: activating experience (ie. boyfriend breaks up with you) B: irrational Belief C: emotional Consequence (ie. depressed) ^ if this reaction is severe enough to affect your functioning, might benefit from counselling counsellor asks how you logically go from A (the experience) to C (the emotion)

Answer 53

how did you go from A (experience) to C (emotional reaction) why should a personal setback or loss cause such strong negative emotion? the answer is B - the irrational Belief ^ the only way you could logically conclude that you're depressed because of a breakup is if you tell yourself things like "it's necessary for me to be loved by everyone in my life" or "I'll never find anyone else" UNCOVERS THE IRRATIONAL BELIEF THAT'S FEEDING THE EMOTIONAL CONSEQUENCE

Answer 54

a number of irrational beliefs ie. belief that failing a class is a catastrophe (it really isn't) some irrational beliefs are easy to point out and get over, others are more subtle and resistant to change

Answer 55

1. clients must IDENTIFY their irrational beliefs and come to SEE HOW they lead to faulty reasoning 2. therapist helps replace irrational beliefs with NEW REASONABLE ones

Answer 56

instead of DECIDING your romantic breakup is a reason to be depressed you might TELL YOURSELF that (although you are sad your relationship didn't work out) you know that not all relationships are meant to be and that this doesn't mean you'll never attain a good relationship again the A statement (experience) stays the same, but the B statement (belief) changes - therefore the old C (depression) doesn't occyr

Answer 57

personal constructs but this emphasis created a problem - how does one go about MEASURING a person's personal construct?

Answer 58

Repertory Grid Technique most common of these is the Role Construct Repertory Test (Rep Test)

Answer 59

1. test taker creates list of ELEMENTS ^ elements: anything person encounters in life, most often specific people the test taker knows 2. test taker's personal constructs are elicited by COMPARING/CONTRASTING various elements on the list

Answer 60

most common repertory grid test 1. therapists ask client to list 24 PEOPLE from various PERSONAL EXPERIENCES ie. teacher they liked, most interesting person they know etc 2. therapists present client with 3 NAMES from list and asks "in what important way are two of these people ALIKE but DIFFERENT from the third?" ie. client might say two of them are warm while the other is cold ^ used a warm-cold construct to characterize the three people 3. process is REPEATED with THREE DIFF NAMES from the list' 4. 20 TRIALS WERE SAID TO PROVIDE THERAPIST WITH USEFUL SAMPLE OF CLIENT'S PRINCIPAL CONSTRUCTS

Answer 61

EVALUATE each person on the list according to the construct this creates a GRID that allows the therapist to LOOK FOR PATTERNS across broad set of info

Answer 62

how clients and those suffering from various psychological disorders CONSTRUE THE WORLD

Answer 63

to sudy... communication within a large organization teaching effectiveness profiles of specific criminal types career counseling

Answer 64

1. doesn't create a TEST SCORE 2. large degree of INTERPRETATION on therapist's part 3. problematic underlying ASSUMPTIONS ^ that constructs used in test apply to people not on the list, or that they are relatively permanent

Answer 65

that people can DESCRIBE the constructs they use clients may supply words that COME CLOSE to what they mean, but might not fully capture what they're thinking words may not exist for describing all constructs and client-therapist definitions may also be different

Answer 66

1. many of its IDEAS EVOLVED OUT OF and were developed through EMPIRICAL FINDINGS ^ foundations = subjected to extensive investigation in controlled lab experiments ^ have been MODIFIED as investigators learn more 2. FITS well within current zeitgeist of psychology ^ very cognitive atm 3. cognitive approaches to PSYCHOTHERAPY have POPULARIZED in recent years ^ 67% of therapists described their therapy orientation as "cognitive behavioural" ^ nearly half said they use rational emotive therapy with their clients from time to time

Answer 67

1. concepts are TOO ABSTRACT for empirical research ^ what's a "personal construct" or "possible self"? ^ how do we know if a schema is being used? ^ how many schemas are there? are they related? 2. do we NEED to introduce these concepts to account for INDIVIDUAL DIFFS in behaviour? ^ strict behaviourists might argue they can explain same phenomena with fewer constructs ^ schemas/personal constructs may be unnecessary and even an obstacle to understanding personality 3. NO SINGLE MODEL to organize and guide theory and research ^ no answer to questions about how various cognitive structures relate to one another and to other aspects of info processing ^ is a personal construct the same thing as a schema?