social cognitive lectures

Question 1

Rotters theory of individual differences

Answer 1

1. they expect specific behaviors to lead to specific outcomes in specific situations
2. they expect general classes of behaviors to lead to certain outcomes
3. they attach subjective value (reinforcement value) to those outcomes

Question 2

internal locus of control

Answer 2

perceive connection between own behaviors and consequences

Question 3

external locus of control

Answer 3

do not see connection between own behaviors and consequences (tend to think that external forces control outcomes)

Question 4

cognitive affective person variables

Answer 4

• competencies
  -self-regulatory plans (choice of situations)
  -encodings (personal constructs): differences in the way the exact same situation is percieved

Question 5

self-efficacy extectancies

Answer 5

beliefs about whether one is capable to perform a specific behavior

Question 6

behavior-outcome expectancies

Answer 6

beliefs about what will happen if certain behaviors are performed

Question 7

affects

Answer 7

characteristic emotional responses to given situations and thoughts

Question 8

goal

Answer 8

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

Question 9

value

Answer 9

subjective desirability and priority of outcome

Question 10

mischel and shodas (CAPS)

Answer 10

cognitive affective personality system
-if…. then…. situation behavior signatures
-transference

Question 11

positive transference

Answer 11

has a good relationship with something similar

Question 12

negative transference

Answer 12

has a bad relationship with something similar

Question 13

implicit ambivalence

Answer 13

idea that partners automatically and simultaneously activate positive and negative emotions

Question 14

Zaya and shodas (2015)

Answer 14

when the prime was a significant other, both positive and negative stimuli categorization were facilitated. This provides evidence of implicit ambivalence in romantic partner representations

Question 15

4 possibilities of partner representations

Answer 15

1. implicit ambivalence
2. implicit univalent positivity
   3.implicit univalent negativity
3. implicit indifference

Question 16

implicit ambivalence

Answer 16

mixed feelings associated with partner

Question 17

implicit univalent positivity

Answer 17

only positive feelings associated

Question 18

implicit univalent negativity

Answer 18

only negative feelings associated

Question 19

Albert Bandura

Answer 19

social learning, self-efficacy, reciprocal determinism, self-regulation

Question 20

self regulation process

Answer 20

1. self-observation of behavior
2. judgmental process
   3.self response

Question 21

self-observation of behavior

Answer 21

observe quality, rate, quantity, originality, ect. of behavior

Question 22

judgmental process

Answer 22

a. personal standards
b. referential performances
c. valuation of activity
d. performance attribution

Question 23

self response

Answer 23

a. positive or negative self-evaluation reactions (self satisfaction/condemnation)
b. rewarding or punishing tangible self-applied consequences
c. no self response

Question 24

mechanisms of moral disengagement

Answer 24

1. reconstrue conduct so it isn’t viewed as immoral
2. minimize own role in causing harm
3. disregard or distort consequences of aggression
4. perception of victims as “deserving”

Question 25

reconstrue conduct so it isn’t viewed as immoral

Answer 25

a. moral justification
b. euphemistic labeling
c. advantageous comparison

Question 26

minimize own role in causing harm

Answer 26

a. displacement of responsibility
b. diffusion of responsibility

Question 27

perception of victims

Answer 27

a. dehumanize
b. attribution of blame

Question 28

study on adolescents results that those high on moral disengagement

Answer 28

a. more prone to both exhibit aggressive thought patterns and engage in behavior
b. less likely to feel both guilty about and compelled to atone for hurting others

Question 29

strategic optimists in academics

Answer 29

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

Question 30

defensive pessimists in academics

Answer 30

1. successful student
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 things don’t go wrong
7. dont blame failure on mitigating circumstances

Question 31

fixed entity theory/fixed mindset

Answer 31

intelligence is a fixed, uncontrollable entity

Question 32

incremental theory/growth mindset

Answer 32

intelligence is malleable, increasable, controllable entity

Question 33

performance/judgment

Answer 33

if you hold this type of goal, you are looking to establish the adequacy of your intelligence by outperforming others

Question 34

learning/mastery/development

Answer 34

if you hold this type of goal, you are looking to develop and improve intelligence (that is, you’re trying to get smarter)

Question 35

incremental theory/growth mindset

Answer 35

-concerned with developing and improving your ability
-pursue a learning goal
- revise after failure
-pursue challenging tasks