Chapter 13 Personality

Front 1

What do social cognitive learning theories aim to do?

Back 1

emphasize mental processes, account for social modes of learning. (learning by observation) Elaborated upon basic learning principles.

Front 2

social reinforcement puts less focus on physical needs in the reinforcement of human behavior, but rather on the effects of....

Back 2

hugs, smiles, praise, approval, love, interest and attention of others.

Front 3

people are most affected by what according to social reinforcement?

Back 3

social reinforcement

Front 4

vicarious social learning is also called what?

Back 4

empathy

Front 5

empathy is not the same as sympathy, and it creates opportunities for

Back 5

learning through vicarious classical conditioning

Front 6

according to vicarious reinforcement seeing a person reinforced for a behavior increases you tendency to....

Back 6

do a similar behavior

Front 7

according to vicarious reinforcement seeing a person being punished for a behavior,

Back 7

decreases your tendency to do similar behavior.

Front 8

vicarious reinforcement relies on development of expectancies between....

Back 8

behavior and outcomes.

Front 9

what is semantic generalization?

Back 9

it occurs when respond in similar ways to stimuli that are similar, but not identical to those we've been conditioned to.

Front 10

semantic generalization can occur in both...

Back 10

classical, and instrumental conditioning.

Front 11

semantic generalization occurs when...

Back 11

there are mental associations to other words with related meanings.

Front 12

rule based learning, instrumental learning, can happen with rules as well as behaviors and example of this would be....

Back 12

language aquisition

Front 13

language acquisition:

Back 13

highly rule based, early performance characterized by focus on word meaning and memorization. Over time, extract rules.

Front 14

an example of language acquisition is over-regularizing, which means..

Back 14

use rules where they don't apply. examples went--> goed
took--> taked

It is an important and pervasive feature of human learning.

Front 15

expectancy:

Back 15

evaluation of whether a behavior will lead to a desired outcome. the behavior is determined by:
expectancy, and incentive.

Front 16

Locus-of-Control Expectancies:

Back 16

assumption: people differ in the degree to which they see cause-and-effect links between their behaviors and outcomes. (reinforcers)

Front 17

what are the two types of reinforcers?

Back 17

internals, and externals

Front 18

internals:

Back 18

see outcomes as controlled by their own actions

Front 19

externals:

Back 19

see outcomes as controlled things other than their own actions (external sources)

Front 20

instructions for experimental manipulation

Back 20

internal, and external

Front 21

internal:

Back 21

performance reflects skill

Front 22

external:

Back 22

performance reflects chance

Front 23

Individual differences

Back 23

internal shift expectancies up after success, down after failure.

External shift expectancies down after success, up after failure.

Front 24

other locus-of-control issues include...

Back 24

level of generality, domains of behavior, breadth of external causal factors, and stability confounded with internal vs. external causes.

Front 25

level of generality:

Back 25

general expectancies vs. specific expectancies

Front 26

domains of behavior:

Back 26

general, health, academics, relationships

Front 27

breadth of external causal factors:

Back 27

-luck, chance
- powerful others
- divine intervention

Front 28

Albert Bandura:

Back 28

perceived ability to carry out desired action, also known as self-efficacy.
Assumption: its not enough to know what needs to be done, one must be confident in ability to do it.
Those with internal locus-of-control can hold either negative or positive efficacy expectancies.

Efficacy expectancies may be less relevant to those with an external locus-of-control, except to the degree that they use efficacy of others as a proxy.

Front 29

Observational learning:

Back 29

acquisition of ability by watching behavior of another (model)

Front 30

What are the requirements for observational learning?

Back 30

attention, retention, production competency

Front 31

attention:

Back 31

particularly to the correct aspects of the models behavior

Front 32

retention:

Back 32

representations in memory

Front 33

types of retention:

Back 33

imaginal coding, and verbal coding

Front 34

imaginal coding:

Back 34

creating images and mental pictures

Front 35

verbal coding:

Back 35

creating a description

Front 36

Production of competency:

Back 36

you need to possess the skills required to carry out the behavior. Influenced by prior skill and knowledge.

Front 37

People don't always do everything they learn through observation. The issue?

Back 37

what factors influence performance?

Front 38

observed rewards increase probability of....

Back 38

perfomance

Front 39

observed punishment...

Back 39

decreases probability of performance.

Front 40

patterns of behavior within a culture that are seen as more appropriate in one sex through another is called...

Back 40

modeling of sex role aquisition

Front 41

the patterns of behavior seen in one modeling sex acquisition are acquired through:

Back 41

explicit rule-based learning --"boys don't cry"

and observational learning, in particular identification with same sexed parent.


social reinforcement: (direct and vicarious)

symbolic models: media figures

role behaviors are somewhat arbitrary, given the value inherent in each role, what about androgyny? (may result in adaptable and flexible functioning)

Front 42

modeling aggression:

Back 42

majority of violence suggests consuming aggressive media leads to use of aggression in one's own life.

Front 43

the different types of learning involved in modeling aggression are:

Back 43

observational learning, vicarious reinforcement, desensitization.

Front 44

vicarious reinforcement:

Back 44

may suggest that violence is an appropriate way to deal with conflict or disagreement.

Front 45

models in therapy, models can be used to build skills that...

Back 45

clients are lacking

Front 46

models and reducing fear, what kinds are there?

Back 46

mastery model, and coping model.

Front 47

mastery model:

Back 47

seems completely without fear or particular stimulus

Front 48

coping model:

Back 48

initially displays fear but overcomes it.