~~~ self regulation QUIZ Flashcards
(44 cards)
Neurons that are active both when an action is being watched and when the action is
being performed are called:
a. mimicry neurons.
b. mirror neurons.
c. reflective neurons.
d. dual-process neurons.
b. mirror neurons.
What other people think about what you want to do and how much their opinion matters merge to form:
a. your self-impression.
b. an attitude.
c. a behavioral norm.
d. a subjective norm.
d. a subjective norm.
According to Ajzen and Fishbein, forming a strong intention to do a particular behavior
occurs when:
a. both attitude and subjective norm are very positive.
b. both attitude and subjective norm are very negative.
c. attitude is positive and subjective norm is negative
.
d. attitude is negative and subjective norm is positive.
a. both attitude and subjective norm are very positive.
Research indicates that setting more difficult goals for oneself:
a. results in higher performance.
b. is likely to result in earlier withdrawal of effort.
c. leads to lower performance than the goal of “doing your best.”
d. all of the above
a. results in higher performance.
A(n) _________ intention is the intent to attain some particular outcome as an end;
a(n) _________ intention deals with how that end will be attained.
a. ends, action
b. thought, action
c. goal, implementation
d. thought, implementation
c. goal, implementation
If a person is assigned a totally unrealistic goal, he/she:
a. is unlikely to adopt that goal.
b. will try hard to achieve the goal, but probably fail.
c. will substitute a more realistic goal.
d. will become very anxious.
a. is unlikely to adopt that goal.
Forming an intention to act involves a(n):
a. decisive mindset.
b. automatic mindset.
c. implemental mindset.
d. deliberative mindset.
d. deliberative mindset.
A feedback loop requires all of the following EXCEPT a:
a. reference value.
b. comparator.
c. goal regulator.
d. perception of current behavior.
c. goal regulator.
Bandura argued that _________ is crucial to self-regulation:
a. objective rewards
b. social rewards
c. self-rewards
d. the presence of other
c. self-rewards
According to Tolman:
a. reward and punishment are not essential to learning.
b. the information provided by reward and punishment is an important aspect of learning.
c. reward and punishment draw attention to relevant aspects of a learning situation.
d. all of the above
d. all of the above
The feedback loop idea has the implication that:
a. self-regulation is a discontinuous process.
b. self-regulation does not rely on inputs to the system.
c. behavior is purposeful.
d. all of the above
c. behavior is purposeful.
Which of the following describes the relation between self-directed attention and regulation around the reference value?
a. Self-directed attention does not influence regulation around the reference.
b. Self-directed attention engages the comparator.
c. Depending on the circumstances, self-directed attention can either promote regulation or disregulation.
d. Self-directed attention promotes disregulation.
b. Self-directed attention engages the comparator.
Self-directed attention is thought to engage:
a. the negative feedback loop.
b. the reference value.
c. social comparison.
d. the comparator.
d. the comparator.
The idea that people have both high and low level goals is captured by the:
a. feedback hierarchy.
b. feedback loop.
c. cascading loop.
d. none of the above
a. feedback hierarchy.
Powers suggests that higher-order or superordinate systems:
a. provide reference values to feedback systems immediately below them on the hierarchy.
b. physically act as behavioral output.
c. control the movement of muscle groups.
d. regulate input of perceptual information.
a. provide reference values to feedback systems immediately below them on the hierarchy.
In Powers’ system, principles tend to correspond to:
a. genes.
b. neurons.
c. traits.
d. personality types.
c. traits.
Powers proposed that _________ resemble scripts, whereas _________
concepts are broad guidelines for behavior.
a. principles, program
b. programs, system
c. programs, principle
d. principles, system
c. programs, principle
When people perform everyday activities such as doing laundry or going to the store,
they are operating at the level of:
a. overall sense of self.
b. principles.
c. system concept.
d. programs.
d. programs.
When people are asked to describe themselves, they tend to describe:
a. the things they do.
b. the roles they occupy.
c. what they are.
d. what they would like to be.
a. the things they do.
Which of the following statements is NOT consistent with Vallacher and Wegner’s work
on action-identification?
a. People are more likely to say they are “eating dinner” than “putting food in their
mouths and chewing.”
b. People regulate their activities in as high-level a way as they can.
c. When people encounter difficulties they tend to retreat to a lower-level identity to act.
d. none of the above
d. none of the above
Simon has suggested that _________ constitute a call for possible goal
reprioritization.
a. emotions
b. automatic thoughts
c. assessment processes
d. reference values
a. emotions
Interruptions in the self-regulation of behavior:
a. are always brief.
b. are an indication of psychological disorder.
c. lead people to assess how likely they are to reach their goals.
d. are the result of negative emotions.
c. lead people to assess how likely they are to reach their goals.
After major heart surgery:
a. optimists were more likely than pessimists to require hospitalization.
b. pessimists were more likely than optimists to require hospitalization.
c. optimists and pessimists were equally likely to require hospitalization.
d. pessimists were more likely to require hospitalization if the procedure was mild;
optimists were more likely to require hospitalization if the procedure was severe.
b. pessimists were more likely than optimists to require hospitalization.
The expectancy concept represents a link between the:
a. psychodynamic and cognitive perspectives.
b. personal construct and cognitive perspectives.
c. biological and cognitive perspectives.
d. social learning and cognitive perspectives.
d. social learning and cognitive perspectives.
