Final Part 2 (contd). Flashcards
1
Q
self-complexity
A
- the extent to which individuals have many different and relatively independent ways of thinking about themselves
- You vary in self-concepts, and some overlap with other selves
- More variation + less overlap = higher complexity
2
Q
consequences of high and low self-complexity
A
HIGH: less generalizability
- Won’t crumble under pressure
- Could lead to compartmentalization (won’t deal with problem right away because they can be a different self)
- Not as high high’s and not as low low’s
- Can deal with attacks on self better because they have a buffer (can fall back on other self-concepts)
LOW: more emotional impact
- Greater mood swings
- High high’s and low low’s
- Spillover from self-relevant feedback
- Affects more areas of self
- Feedback on one self applies to multiple areas of self
3
Q
Is there consensus for the buffering hypothesis? (LECTURE)
A
it does no always replicate
4
Q
is high complexity ever harmful
A
- Stress does not predict illness (don’t put all eggs in one basket)
- Linked to perceived control over one’s life and self-esteem
- High self-esteem= might see buffering effect
- Otherwise, might feel overwhelmed by many roles
5
Q
self-concept clarity
A
the extent to which one’s self-concept is clearly and consistently defined
6
Q
Consequences of holding self-views with certainty
A
- self views that are held with great certainty are less likely to change than our views that are uncertain
- The more certain people are with their self-views, the better they feel about themselves.
7
Q
cultural differences (self-concept clarity)
A
- collectivist cultures can be more acceptable of ambiguity and inconsistency in self; clarity not linked to self esteem
- tends to be higher in individualistic/independent cultures
8
Q
self-schema
A
- Hypothetical mental frameworks that people use to organize their knowledge about the social world
- Cognitive structures that help us perceive, organize, process, and use information
- Mental representations or mental maps of ideas
9
Q
schematic
A
perceived independence; these people think of themselves as very independent or dependent, they regard this characteristic as very important
10
Q
aschematic
A
these people do not think of themselves as very independent, don’t regard this trait as important
11
Q
What is the self-reference effect?
A
Refers to people’s tendency to better remember information when that information has been linked to the self then when not linked to the self
12
Q
How traits central to our self-concept affect how we perceive others?
A
When a trait is central to self-concept, it is highly integrated with accessible from our self schema.
13
Q
Describe current self-representation (working self-concept in lecture)
A
- Schematic presentation of the factors that influence the way people currently think about themselves, and the influence these thoughts have on other aspects of psychological life
- Personal + Situational Factors = Current-Self Rep → Info processing, emotion, behavior
14
Q
Goals (chronic accessibility) …How do they affect self-views?
A
- We start off by figuring out who we want to be or what role we want to play and then activate an appropriate image of ourselves
- We can deliberately activate
15
Q
social context…. effect of social roles
A
- How we think about ourselves depends largely on the social role we are presently playing
- They influence personal identities and ‘who we are’ depends on where we are and whom we are in contact with
16
Q
how does social context affect our self-evaluation
A
- In social contexts, we use social comparison processes to evaluate ourselves
- We use those in the immediate social environment as a target of comparison, and contrast our characteristic against theirs
17
Q
assimilation effects
A
people evaluate themselves more positively when in the company of others who are exemplary on some dimensions
18
Q
contrast effects
A
people use those in the immediate social environments as a target of comparison, and contrast our characteristics against theirs.
19
Q
what is the working self-concept
A
- Immediate experience of the self
- Self aspects, current self-representation, and phenomenological self
20
Q
how does the working self-concept represent malleability in the self
A
Self-concept can be influenced in many ways (ie socially) and is therefore malleable and context-dependent
21
Q
how does the self affect memory
A
“Cocktail-Party Effect”: people are highly attuned to self-relevant information
-Ex: talking to someone at a party and you hear your name mentioned from across the crowded room
22
Q
self-reference effect
A
people can recall things in their minds easily as long as it has some references to themselves
23
Q
Describe justification of effort in cognitive dissonance theory (Remember the overjustification effect from lecture)
A
explains that when people are experiencing cognitive dissonance they avoid the psychological discomfort by exaggerating how badly off they were before.
24
Q
Describe attitude change via cog dissonance (note: this is self-perception theory)
A
people say or do things that are inconsistent with their attitude
25
self-affirmation theory and how it affects behavior
- concerned with how people handle inconsistencies between their behavior and their self-image
- In order to reduce comfort people must establish a global sense of adequacy or decency
26
self-affirmation theory assumes
- People strive to think of themselves in positive terms (competent and decent)
- People experience discomfort whenever they do something that violates these self-ideals
27
Describe Pyszczynski and Greenberg’s (1987) model of the self-serving attribution process
- generate self-serving casual hypothesis
- devise inferences rules for testing the hypothesis
- gather relevant data to the hypothesis
- evaluate the validity of the data
- integrate data to form a final attribution
28
What are self-schemas? What sorts of self-schemas do we have (broadly speaking)?
- knowledge structures that helps us understand, integrate, and explain aspects of our self
- Schematic or aschematic schemas
29
what is meant by aschematic vs. schematic
Schematic: having a particular schema for a particular dimension
Aschematic: not having a particular schema for a particular dimension
30
how is the cognitive self related to self-schema
the idea that as we get older, the self-concept becomes more complex and is organized into a variety of different cognitive aspects of the self.
31
how does the cognitive self affect information processing
When the knowledge contained in the self-schema becomes more accessible, it also becomes more likely to be used in information processing and to influence our behavior.
32
self-reference effect
information that is processed in relationship to the self is particularly well remembered
33
how is the cognitive self affected by culture
- People from individualistic cultures often describing themselves using internal characteristics that emphasize their uniqueness,
- those from collectivistic backgrounds who tend to stress shared social group memberships and roles.
34
self-complexity
the extent to which individuals have many different and relatively independent ways of thinking about themselves.
35
self-concept clarity
- the extent to which one’s self-concept is clearly and consistently defined. ;
- May be correlated with self-esteem.
36
effects of high and low levels of self-complexity
- High self-complexity: a person whose self-concept contains a lot of social identities.
- Low self-complexity: a person whose self-concept contains not a lot of social identities.
37
effects of high and low levels of self-concept clarity
- High self-concept clarity: people with higher self-esteem tend to have a more well-defined and stable view of their positive qualities.
- Low self-concept clarity: people with lower self-esteem show more inconsistency and instability in their self-concept
38
cultural differences in self-concept clarity
Not only do members of more collectivistic cultures tend to have lower self-concept clarity, that clarity is also less strongly related to their self-esteem compared with those from more individualistic cultures.
39
self-affirmation theory
- suggest that people will try to reduce the threat to their self-concept posed by feelings of self-discrepancy
- when we perceive a discrepancy between our actual and ideal selves, this is distressing to us) by focusing on and affirming their worth in another domain, unrelated to the issue at hand.
40
private self-consciousness
the tendency to introspect about our inner thoughts and feelings
41
public self-consciousness
the tendency to focus on our outer public image and the standards set by others.
42
cultural differences regarding private vs. public self-consciousness
There are cultural differences in self-consciousness: public self-consciousness may be higher in Eastern than in Western cultures.
43
cybernetic cycle of behavior
- how entities use information to regulate their actions or control theory; emphasizes a negative feedback control
- Initial behavior → observe behavior → compare against standard → expectancy → emotion reaction → behavioral adjustment
44
TOTE
- test: present value is compared against some relative standard
- operate: an action is undertaken to bring the present value in line with the standard
- test: the value is compared with the standard
- exit: occurs when the desired goal is reached
45
Consequences of self-awareness (remember self-awareness theory from earlier)
leads people to compare their present situation with a relevant standard
46
delay of gratification
- Postponing immediate gratification for long-term goals
| - As self develops, so does our capacity for self-control
47
delay of gratification measured?
-marshmallow task with children
48
goal shielding
inhibiting alternative goals to pursue focal goal
49
goal shielding ...why is it important
helps us achieve important goals by protecting us by distracting other goals and information
50
implementation intentions
“If-then” plans that create strong mental links between goals and behavior
Not a want to change but how to
51
how does implementation intentions work
- They involve identifying possible obstacles to your goal and how you’ll deal with them
- An action plan that carries out your goals
52
how does implementation intentions help with goal shielding
By creating a plan to carry something out, you are better able to utilize this when trying to achieve a certain goal
-focusing on one goal using an ‘if-then’ plan → implementation intention
53
performance goals: helpless-oriented children
-(gets frustrated and angry & don’t want to continue working on task) adopt to this goal because they want to demonstrate competence→ to prove to themselves and others that they are intelligent & capable
54
learning goals: mastery-oriented children
interested & engaged in activity and expressed strong desire to to keep working on task and increased effort to solve problem) adopt to this because their goal is to cultivate competence→ to acquire knowledge, attain skills, and grow and develop as an individual
55
fixed/ entity mindset
- have a set amount of ability than can’t change
- Born with that amount of intelligence
- More likely to give up after setbacks, less likely to strive & study
56
growth/ incremental mindset
- abilities are malleable qualities than can cultivate & grow
- Setbacks are oppts to work harder & improve
57
intrinsic motivation
- strive to do well in achievement situations for personal reasons
- Take pleasure in learning and finding educational process to be inherently interesting and enjoyable
58
extrinsic motivation
- strive to do well in achievement situations for external rewards
- Rewards can include positive attention from teachers, parents, or peers or material rewards like money or privileges
59
How does extrinsic motivation affect intrinsic motivation? (remember overjustification effect from lecture)
- Thinking about external rewards can have negative consequences such as showing less interest in the activity
- External rewards provides important information about the quality of one’s efforts and performance
60
ego-depletion
the state of diminished resources following exertion of self-control.
61
3 ways do the researchers think self-control is like a muscle
- “Exercise” to make the “muscles stronger” … regular exertions of self control can improve willpower strength → resistance to depletion
- Conservation … when people expect to have to exert self control later, the curtail performance more severely than if no such demands are anticipated
- Pushing through” … people can exert self control despite ego depletion if the stakes are high enough
62
strength model
- After a self-control task, it is consumed and depleted causing it to be less available for another task and boredom.
- May be be consumed and depleted by watching emotional evocative films, suppressing a forbidden thought (sensitive issues), and resisting temptations.
63
implementation intentions
"if-then" plans that create strong mental links between goals and behavior
64
what are the researchers' general conclusions
the findings support the strength model of self-control which argues that self-control is a limited resource.
