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PSY 4210 > 2-socogstud > Flashcards

2-socogstud Flashcards

1
Q

Core of Social-Cognitive Approach

A

People differ in theories and expectancies about, strategies for navigating, and competencies brought to the interpersonal world.

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2
Q

People differ in theories and expectancies about, strategies for navigating, and competencies brought to the interpersonal world.

A

Core of Social-Cognitive Approach

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3
Q

Julian Rotter’s Locus of Control Theory

A

Folks differ in extent to which:
1. They expect specific behaviors to lead specific outcomes in specific situations.

  1. They generally expect general classes of behaviors to lead to certain outcomes.
  2. They attach subjective value (reinforcement value) to those outcomes.
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4
Q

Internal Locus of Control:

A

Perceive connection between own behaviors and consequences.

think your actions will determine the consequences in your life

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5
Q

Perceive connection between own behaviors and consequences.

A

Internal Locus of Control:

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6
Q

External Locus of Control

A

Do not see connection between own behaviors and consequences. Tend to think that external forces control outcomes.

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7
Q

Do not see connection between own behaviors and consequences. Tend to think that external forces control outcomes.

A

External Locus of Control

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8
Q

Typical Internal-External Finding?

A

Internals tend to adjust outcome expectancies upward following success and downward following failure.

Externals tend to do the opposite: seem to commit the gambler’s fallacy; to assume they are due for good luck after they’ve had bad luck, vice versa.

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9
Q

Cognitive Affective Person Variables

A

Competencies:what the person knows and can do.(E.G., Intelligence, social maturity, cognitive maturity.)

Self-Regulatory Plans:Choice of situations, self-reinforcement schemes, etc.

Encodings (Construals, Personal Constructs): Differences in the way the exact same situation is perceived.

Expectancies and Beliefs

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10
Q

Expectancies and Beliefs:

A
  1. Self-efficacy expectancies: beliefs about whether one is capable to perform a specific behavior.
  2. Behavior-outcome expectancies: beliefs about what will happen if certain behaviors are performed.
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11
Q

Affects

A

Characteristic emotional responses to given situations and thoughts

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12
Q

Characteristic emotional responses to given situations and thoughts

A

Affects

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13
Q

Goal

A

any thought (conscious or unconscious) of self in the future that directs behavior.

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14
Q

any thought (conscious or unconscious) of self in the future that directs behavior.

A

Goal

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15
Q

Value

A

subjective desirability and priority of outcome.

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16
Q

subjective desirability and priority of outcome.

A

Value

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17
Q

Mischel & Shoda’s Cognitive-Affective Personality System “CAPS”

A

Cognitive- affective person variables form a unique and stable organization within the person.

When activated, triggers person’s unique pattern of personality processing dynamics (and behavior).

Referred to as “If . . . Then . . . Situation-Behavior Signatures.”

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18
Q

If rejection sensitive (RS) person gets into an argument with partner, . . .

A

ENCODINGS: Argument means rejection.

EXPECTS: Partner will leave no matter what she does.

AFFECTS: Frustrated, angry, and depressed.

SELF-REGULATORY PLAN: Lashes out at partner to save face and bolster SE.

COMPETENCIES: Repertoire of controlling and manipulative behaviors (e.g., self-silencing, ingratiation) typically employed is not utilized. And lacks other down-regulatory distancing strategies

GOALS & VALUES: Desperately tries to avoid abandonment.

Partner actually leaves, thus fueling self-defeating RS pattern.

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19
Q

Fournier et al (2008):

A

Classified situations as (1) Agreeable-Dominant, (2) Agreeable-Submissive, (3) Quarrelsome-Dominant, and (4) Quarrelsome-Submissive.

Found that:

  1. Some Ss consistently more dominant across sits (evidence of traits).
  2. Some Ss were consistently dominant only in certain sits (evidence of behavioral signatures).

Mischelian “signatures” exist and must be understood (CAPS a good place to start)?

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20
Q

Core of Bandura’s theory

A

we regulate our behavior by observing, judging, and responding to it

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21
Q

Three Stages of Bandura’s theory

A
  1. Self-observation of behavior
  2. Judgmental processes: personal standards, performance attribution
  3. Self-response: rewarding or punishing
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22
Q

Self-Observation of Behavior

A

observe quality, rate, quantity, originality, morality, etc. of behavior

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23
Q

observe quality, rate, quantity, originality, morality, etc. of behavior

A

Self-Observation of Behavior

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24
Q

judgmental Process

A

judge behavior based on personal standards, referential performances, valuation of activity, performance attribution

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25
Q

judge behavior based on personal standards, referential performances, valuation of activity, performance attribution

A

judgmental Process

26
Q

Self-Response

A

Positive or Negative Self-Evaluative Reactions

Rewarding or Punishing Tangible Self-Applied Consequences.

No Self-Response (e.g., distracted from self standards, come to see them as irrelevant to behavior)

27
Q

Positive or Negative Self-Evaluative Reactions

Rewarding or Punishing Tangible Self-Applied Consequences.

No Self-Response (e.g., distracted from self standards, come to see them as irrelevant to behavior)

A

Self-Response

28
Q

Mechanisms of Moral Disengagement

A
  1. Reconstrue conduct so it isn’t viewed as immoral.
  2. Minimize own role in causing harm.
  3. Disregard or distort consequences of aggression: Minimize, ignore, or misconstrue.
  4. Perception of victims as “deserving
29
Q
  1. Reconstrue conduct so it isn’t viewed as immoral.
A

A. Moral Justification: Portray as serving worthy or moral purpose. Transforms violence into virtuous necessity.

B. Euphemistic Labeling: make harmful conduct respectable ad to reduce personal responsibility for it

C. Advantageous comparison: direct by comparing with more heinous acts, indirect by comparing with consequences of not aggressing

30
Q

A. Moral Justification: Portray as serving worthy or moral purpose. Transforms violence into virtuous necessity.

B. Euphemistic Labeling: make harmful conduct respectable ad to reduce personal responsibility for it

C. Advantageous comparison: direct by comparing with more heinous acts, indirect by comparing with consequences of not aggressing

A
  1. Reconstrue conduct so it isn’t viewed as immoral.
31
Q
  1. Minimize own role in causing harm
A

A. Displacement of responsibility: assign responsibility to authority.

B. Diffusion of responsibility: responsibility shared

32
Q

A. Displacement of responsibility: assign responsibility to authority.

B. Diffusion of responsibility: responsibility shared

A
  1. Minimize own role in causing harm
33
Q

Moral Justification Item

A

Disengagement Measure

It is alright to fight to protect your friends.

34
Q

It is alright to fight to protect your friends.

A

Moral Justification Item

Disengagement Measure

35
Q

Euphemistic Labeling Item

A

Moral Justification Item

To hit obnoxious classmates is just giving them “a lesson.”

36
Q

To hit obnoxious classmates is just giving them “a lesson.”

A

Euphemistic Labeling Item

Moral Justification Item

37
Q

Advantageous Comparison

A

Moral Justification Item

It is okay to insult classmates because beating them up is worse.

38
Q

It is okay to insult classmates because beating them up is worse.

A

Advantageous Comparison

Moral Justification Item

39
Q

Displacement of Responsibility

A

Moral Justification Item

Kids cannot be blamed for misbehaving if their friends pressure them to do it.

40
Q

Kids cannot be blamed for misbehaving if their friends pressure them to do it.

A

Displacement of Responsibility

Moral Justification Item

41
Q

Diffusion of Responsibility

A

Moral Justification Item

A kid in a gang should not be blamed for the trouble the gang causes.

42
Q

A kid in a gang should not be blamed for the trouble the gang causes.

A

Diffusion of Responsibility

Moral Justification Item

43
Q

Attribution of Blame

A

Moral Justification Item

Kids who get mistreated usually do things to deserve it.

44
Q

Kids who get mistreated usually do things to deserve it.

A

Attribution of Blame

Moral Justification Item

45
Q

Dehumanization

A

Moral Justification Item

Some people deserve to be treated like animals.

46
Q

Some people deserve to be treated like animals.

A

Dehumanization

Moral Justification Item

47
Q

Bandura et al. (1996): Findings.

A

High Moral Disengagers:

A. More prone to both exhibit aggressive thought patterns (ruminate, dwell on retaliation) and to engage in aggressive behavior.

B. Less likely to feel both guilty about and compelled to atone for hurting others.

48
Q

Cantor and Norem’s two cognitive strategies in “risky” situations

A
  1. Strategic Optimism

2. Defensive Pessimism: increase in depression and stress

49
Q
  1. Strategic Optimism
A
  1. Successful students.
  2. Expect to do well.
  3. Work hard to succeed.
  4. Prefer not to think about how things might go wrong.
  5. Tend to self-protectively blame failure on mitigating circumstances.
50
Q
  1. Defensive Pessimism
A
  1. Successful students.
  2. Set expectations low.
  3. Report a lot of anxiety.
  4. Utilize anxiety to motivate themselves.
  5. Think about how things might go wrong.
  6. Make sure they don’t.
  7. Don’t blame failure on mitigating circumstances.
51
Q

Norem and Cantor findings

A

If defensive pessimists’strategy interrupted by encouragement (distracted from negative thinking), performances suffered.

Opposite occurred for optimists (encouragement helped, negative thinking hurt).

52
Q

Fixed Entity Theory/Fixed Mindset

A

Dweck’s Implicit Theories/Mindsets
intelligence is a fixed, uncontrollable entity.

e.g., IQ is 110 now, always will be, nothing I can do about it.

53
Q

intelligence is a fixed, uncontrollable entity.

e.g., IQ is 110 now, always will be, nothing I can do about it.

A

Fixed Entity Theory/Fixed Mindset

Dweck’s Implicit Theories/Mindsets

54
Q

Incremental Theory/Growth Mindset

A

Dweck’s Implicit Theories/Mindsets
intelligence is a malleable, increasable, controllable entity.

e.g., IQ is 110 now, but I can increase it to 120.

55
Q

intelligence is a malleable, increasable, controllable entity.

e.g., IQ is 110 now, but I can increase it to 120.

A

Incremental Theory/Growth Mindset

Dweck’s Implicit Theories/Mindsets

56
Q

Performance/Judgment Goals:

A

establish adequacy of intelligence by outperforming others.

e.g., getting highest score on test.

57
Q

establish adequacy of intelligence by outperforming others.

e.g., getting highest score on test.

A

Performance/Judgment Goals:

58
Q

Individuals who hold ________ tend to pursue performance goals.

A

fixed-entity theories/Fixed Mindsets

59
Q

Learning /Mastery/Development Goals

A

Develop and improve intelligence.

e.g., getting a better score on the next test than you did the last test.

60
Q

Develop and improve intelligence.

e.g., getting a better score on the next test than you did the last test.

A

Learning /Mastery/Development Goals

61
Q

Individuals who hold _____________ tend to pursue learning goals.

A

Incremental Theories/Growth Mindsets

62
Q

Behavior Patterns in the Face of Failure

A

Helpless: Give up or avoid challenging tasks.
People who pursue performance goals exhibit the helpless pattern.

Mastery: Persist and seek challenging tasks.
People who pursue learning goals exhibit the mastery pattern.

PSY 4210 (22 decks)

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