Quiz 6

Question 1

Wieber et al. (2011):

Answer 1

Elementary students were placed in front of a computer and asked to solve a series of mathematical problems while distracting cartoons popped up on the screen.

Group 1 was asked to form an implementation intention (i.e., as soon as the video pops up, I will ignore it).

Group 2 was not asked to form an implementation intention.

Results: Students who formed the implementation intention solved more problems than did students who did not form the implementation intention. Without an implementation intention, they were vulnerable to distraction.

Question 2

(rev)

high effort

Answer 2

Difficult goals stimulate

Question 3

(rev)

Once a goal has been set, it does not inevitably and automatically translate itself into an effective performance.

To facilitate action, people need to find the means by which they will accomplish the goal.

Answer 3

Mental Simulations

Question 4

(rev)

High Inhibition

Answer 4

Those with the leadership motive pattern have _________, respect for institutional authority, discipline, and self-control.

Question 5

(rev)

underlies Goal Striving (think about what they need to do to attain the chosen goal).

Answer 5

Implemental mindset

Question 6

(rev)

the person exits the plan

Answer 6

In TOTE, if and whenever the present matches the ideal, the person ________ the plan.

Question 7

Discrepancy reduction

Answer 7

based on a feedback system.

The environment provides feedback about how well the current performance matches with the ideal one.

Question 8

(rev)

based on a feed-forward system. The person (not the environment) deliberately sets a higher goal.

Answer 8

Discrepancy creation

Question 9

People with different mindsets have different ______, _________, or ________.

Answer 9

ways of thinking, behaving, or coping.

Question 10

(rev)

Group 1: Outcome Simulation (Focus on the Goal)

Visualize yourself getting a high grade on your psychology midterm… imagine how you would feel. It is very important that you see yourself getting a high grade on the psychology midterm and have that picture in your mind.

Group 2: Process Simulation (Focus on Implementation Intentions)

Visualize yourself studying for the midterm in such a way that would lead you to obtain a high grade. As of today and for the remaining days before the final, imagine how you would study to get a high grade on your psychology midterm. It is very important that you see yourself actually studying and have that picture in your mind.

Results: students in the second condition studied more and made better scores.

Answer 10

Experiment by Pham & Taylor (1999):

Question 11

(rev)

goals reflect our interests, needs, values and preferences.

Answer 11

Self-congruent

Question 12

(rev)

are mental events - beliefs, expectations, goals, plans, mindsets, judgments, values, self-concept, etc. They refer to a person’s ways of thinking. They function as a “spring to action”, a moving force that energizes and directs action in purposive ways.

Answer 12

Cognitions

Question 13

(rev)

undelies Goal Setting (people in a deliberative mindset think about what they want, which goal they should choose, think about the feasibility of each goal, etc).

Answer 13

Deliberative mindset

Question 14

Deliberative mindset

Answer 14

undelies Goal Setting (people in a deliberative mindset think about what they want, which goal they should choose, think about the feasibility of each goal, etc).

Question 15

(rev)

moderate effort.

Answer 15

Medium goals stimulate

Question 16

______ is directly proportional to the difficulty of the goal.

Answer 16

effort

Question 17

Mindsets can be a ________ or __________.

Answer 17

personality disposition or can be situationally determined (family, culture,
social group)

Question 18

Goal specificity

Answer 18

refers to how clearly a goal informs us precisely what we

need to do.

Question 19

Implemental mindset

Answer 19

underlies Goal Striving (people in a implemental mindset think about what they need to do to attain the chosen goal).

Question 20

(rev)

Fixed mindset

Answer 20

People in a _________ believe that their personality, intelligence, skills, etc. are fixed and cannot be changed

Question 21

Those with the ______ desire to exercise influence, are not concerned with being liked, and are well controlled or self-disciplined (the stereotypical military commander).

Answer 21

Leadership motive pattern

Question 22

(rev)

the type of goal we set.

Answer 22

Key determinant

Question 23

(rev)

1. Getting started. People sometimes have trouble getting started. Deciding in advance when and where we will enact our goal-directed behavior facilitates getting started.
2. Finishing up. People have trouble persisting and finishing when
   they encounter distractions and interruptions

Answer 23

Implementation Intentions facilitate goal-directed behavior in two ways:

Question 24

(rev)

how hard it is to accomplish a goal. The more difficult the goal, the more it energizes.

Answer 24

Goal difficulty refers to

Question 25

Goals vary in _______, __________, and _________.

Answer 25

difficulty, specificity, and congruence.

Question 26

2 types of discrepancy | (or incongruity):

Answer 26

1. Discrepancy reduction | 2. Discrepancy creation

Question 27

# (rev) a cognitive framework that influences our thinking, feeling, behavior, and decision making.

Answer 27

Mindset

Question 28

In TOTE, if and whenever the present matches the ideal, the person ________ the plan.

Answer 28

exits

Question 29

Medium goals stimulate

Answer 29

moderate effort.

Question 30

Self-discrepant goals

Answer 30

are in conflict with our self and what we want.

Question 31

# (rev) means to specify in advance the goal-striving process | “when, where, and how” a person has to act in order to accomplish a goal.

Answer 31

Implementation Intentions

Question 32

# (rev) mismatch motivates the individual to operate on the environment with a planned sequence of action.

Answer 32

In TOTE model, Operate is a

Question 33

In TOTE model, As long as ______ persists, action (“operate”) continues.

Answer 33

incongruity

Question 34

# (rev) effort

Answer 34

______ is directly proportional to the difficulty of the goal.

Question 35

# (rev) Elementary students were placed in front of a computer and asked to solve a series of mathematical problems while distracting cartoons popped up on the screen. Group 1 was asked to form an implementation intention (i.e., as soon as the video pops up, I will ignore it). Group 2 was not asked to form an implementation intention. Results: Students who formed the implementation intention solved more problems than did students who did not form the implementation intention. Without an implementation intention, they were vulnerable to distraction.

Answer 35

Wieber et al. (2011):

Question 36

3 mindsets:

Answer 36

1. DELIBERATIVE-IMPLEMENTAL 2. PROMOTION-PREVENTION 3. GROWTH-FIXED

Question 37

# (rev) little effort.

Answer 37

Easy goals stimulate ________

Question 38

Difficult goals stimulate

Answer 38

high effort

Question 39

People in a _________ believe that their personality, intelligence, skills, etc. are fixed and cannot be changed

Answer 39

Fixed mindset

Question 40

# (rev) Experimenters asked college students going home for the Christmas holidays how they planned to spend their time and what they wanted to accomplish (e.g., write a paper, read a book, solve a family conflict). Group 1 formed explicit implementation intentions for their goal: they picked a specific time and a specific place in which to carry out the goal-directed action (e.g., “On the morning of December 21, I will go to the public library and write the first draft on my paper”). Group 2 were not asked to specify a time and a place for their goal-directed action but were simply encouraged to do their best to accomplish their goal. Results: a majority of student in group 1 accomplished their goal.

Answer 40

Gollowitzer & Brandstatter (1997):

Question 41

No significant difference emerges among people with ____________

Answer 41

short-term, long-term, or a mixture of short- and long- term goals. They all outperform people with no goals.

Question 42

# (rev) 1. Discrepancy reduction | 2. Discrepancy creation

Answer 42

2 types of discrepancy | (or incongruity):

Question 43

Easy goals stimulate ________

Answer 43

little effort.

Question 44

People in a __________ are sensitive to positive outcomes. They tend to attain gains (e.g., to graduate, develop new skills, earn extra money...)

Answer 44

Promotion mindset

Question 45

People in a ________ believe that their personality, intelligence, skills etc. are malleable and can be increased with effort.

Answer 45

Growth mindset

Question 46

In TOTE model, Operate is a

Answer 46

mismatch motivates the individual to operate on the environment with a planned sequence of action.

Question 47

Experiment by Pham & Taylor (1999):

Answer 47

Group 1: Outcome Simulation (Focus on the Goal) Visualize yourself getting a high grade on your psychology midterm... imagine how you would feel. It is very important that you see yourself getting a high grade on the psychology midterm and have that picture in your mind. Group 2: Process Simulation (Focus on Implementation Intentions) Visualize yourself studying for the midterm in such a way that would lead you to obtain a high grade. As of today and for the remaining days before the final, imagine how you would study to get a high grade on your psychology midterm. It is very important that you see yourself actually studying and have that picture in your mind. Results: students in the second condition studied more and made better scores.

Question 48

# (rev) Leadership motive pattern

Answer 48

Those with the ______ desire to exercise influence, are not concerned with being liked, and are well controlled or self-disciplined (the stereotypical military commander).

Question 49

Those with the leadership motive pattern have _________, respect for institutional authority, discipline, and self-control.

Answer 49

High Inhibition

Question 50

Key determinant

Answer 50

the type of goal we set.

Question 51

# (rev) Prevention mindset

Answer 51

People in a _________ are sensitive to negative outcomes. They tend to prevent losses (prevent bad things from happening, tend not lose what they already have, tend to be responsible, avoid mistakes, keep danger at bay)

Question 52

# (rev) ways of thinking, behaving, or coping.

Answer 52

People with different mindsets have different ______, _________, or ________.

Question 53

# (rev) are in conflict with our self and what we want.

Answer 53

Self-discrepant goals

Question 54

Mental Simulations

Answer 54

Once a goal has been set, it does not inevitably and automatically translate itself into an effective performance. To facilitate action, people need to mentally simulate the means by which they will accomplish the goal.

Question 55

# (rev) difficulty, specificity, and congruence.

Answer 55

Goals vary in _______, __________, and _________.

Question 56

Mindset

Answer 56

a cognitive framework that influences our thinking, feeling, behavior, and decision making.

Question 57

# (rev) we anticipate a potential distraction and form an intention of what we will do once the distraction occurs (“When I encounter situation X, I will do Y.”).

Answer 57

Solution to distractions from a goal

Question 58

Leadership Motive Pattern is a special variant of the need for power. It consists of a pattern of needs:

Answer 58

1. high need for power; 2. low need for intimacy/affiliation; 3. high inhibition

Question 59

Goal difficulty refers to

Answer 59

how hard it is to accomplish a goal. The more difficult the goal, the more it energizes.

Question 60

The cognitive mechanism by which plans energize and direct behavior is the _____________.

Answer 60

Test-Operate-Test-Exit (TOTE) model.

Question 61

# (rev) 1. DELIBERATIVE-IMPLEMENTAL 2. PROMOTION-PREVENTION 3. GROWTH-FIXED

Answer 61

3 mindsets:

Question 62

# (rev) based on a feedback system. The environment provides feedback about how well the current performance matches with the ideal one.

Answer 62

Discrepancy reduction

Question 63

# (rev) Growth mindset

Answer 63

People in a ________ believe that their personality, intelligence, skills etc. are malleable and can be increased with effort.

Question 64

# (rev) 1. high need for power; 2. low need for intimacy/affiliation; 3. high inhibition

Answer 64

Leadership Motive Pattern is a special variant of the need for power. It consists of a pattern of needs:

Question 65

# (rev) Test-Operate-Test-Exit (TOTE) model.

Answer 65

The cognitive mechanism by which plans energize and direct behavior is the _____________.

Question 66

# (rev) goal striving, effort, persistence, focused attention and strategic planning.

Answer 66

GOAL STRIVING

Question 67

# (rev) personality disposition or can be situationally determined (family, culture, social group)

Answer 67

Mindsets can be a ________ or __________.

Question 68

In TOTE model, test means:

Answer 68

we compare the present state against the idea.

Question 69

GOAL STRIVING

Answer 69

goal striving, effort, persistence, focused attention and strategic planning.

Question 70

# (rev) Promotion mindset

Answer 70

People in a __________ are sensitive to positive outcomes. They tend to attain gains (e.g., to graduate, develop new skills, earn extra money...)

Question 71

# (rev) incongruity

Answer 71

In TOTE model, As long as ______ persists, action (“operate”) continues.

Question 72

# (rev) short-term, long-term, or a mixture of short- and long- term goals. They all outperform people with no goals.

Answer 72

No significant difference emerges among people with ____________

Question 73

Gollowitzer & Brandstatter (1997):

Answer 73

Experimenters asked college students going home for the Christmas holidays how they planned to spend their time and what they wanted to accomplish (e.g., write a paper, read a book, solve a family conflict). Group 1 formed explicit implementation intentions for their goal: they picked a specific time and a specific place in which to carry out the goal-directed action (e.g., “On the morning of December 21, I will go to the public library and write the first draft on my paper”). Group 2 were not asked to specify a time and a place for their goal-directed action but were simply encouraged to do their best to accomplish their goal. Results: a majority of student in group 1 accomplished their goal.

Question 74

# (rev) refers to how clearly a goal informs us precisely what we | need to do.

Answer 74

Goal specificity

Question 75

Solution to distractions from a goal

Answer 75

we anticipate a potential distraction and form an intention of what we will do once the distraction occurs (“When I encounter situation X, I will do Y.”).

Question 76

Implementation Intentions

Answer 76

means to specify in advance the goal-striving process | “when, where, and how” a person has to act in order to accomplish a goal.

Question 77

Implementation Intentions facilitate goal-directed behavior in two ways:

Answer 77

1. Getting started. People sometimes have trouble getting started. Deciding in advance when and where we will enact our goal-directed behavior facilitates getting started. 2. Finishing up. People have trouble persisting and finishing when they encounter distractions and interruptions

Question 78

Self-congruent

Answer 78

goals reflect our interests, needs, values and preferences.

Question 79

Discrepancy creation

Answer 79

based on a feed-forward system. The person (not the environment) deliberately sets a higher goal.

Question 80

# (rev) we compare the present state against the idea.

Answer 80

In TOTE model, test means:

Question 81

People in a _________ are sensitive to negative outcomes. They tend to prevent losses (prevent bad things from happening, tend not lose what they already have, tend to be responsible, avoid mistakes, keep danger at bay)

Answer 81

Prevention mindset

Question 82

Cognitions

Answer 82

are mental events - beliefs, expectations, goals, plans, mindsets, judgments, values, self-concept, etc. They refer to a person’s ways of thinking. They function as a “spring to action”, a moving force that energizes and directs action in purposive ways.