Theories Of Personality Ch. 16

Front 1

What caused Bandura to be interested in clinical psychology?

Back 1

Working on the Alaska highway one summer with workers who exhibited various degrees of psychopathology.

Front 2

When did he decide to become a psychologist?

Back 2

When enrolled at the University of British Columbia in Vancouver, he offhandedly enrolled in a morning psychology class to fill an extra hour.

Front 3

What is one of the earliest and most basic assumptions of Bandura's social cognitive theory?

Back 3

Humans are quite flexible and capable of learning a multitude of attitudes, skills, and behaviors and that a good bit of those learnings are the result of vicarious experiences.

Front 4

_________ allows people to learn without performing any behavior.

Back 4

observation

Front 5

How does Bandura differ from Skinner?

Back 5

1. He did not believe that enactive behavior is the basic datum of psychological science.
2. Believes reinforcement isn't essential to learning.

Front 6

The core of observational learning is...

Back 6

Modeling

Front 7

Modeling is more than matching the actions of another; it involves...

Back 7

symbolically representing information and storing it for use at a future time.

Front 8

Which factors determine whether a person will learn from a model in any particular situation?

Back 8

1. Characteristics of the model.
2. Characteristics of the observer.
3. The consequences of the behavior being modeled.

Front 9

Before we can model another person, we must attend to that person.

What factors regulate attention?

Back 9

(a)Individuals with whom we frequently associate.
(b)Attractive models.
(c)The nature of the behavior being modeled--what we think is important or valuable to us.

Front 10

In order for observation to lead to new response patterns, those patterns must be symbolically represented in memory.

Symbolic representations need not be verbal, b/c some observations are retained in ______ that can be summoned in the absence of a physical model.

This is especially important in infancy.

______ ______, however, does speed up the process of observational learning.

Back 10

(a)imagery.
(b)verbal coding.

Front 11

After attending to a model and retaining what we've observed, we then produce the behavior.

What three questions do we ask in converting cognitive representations into appropriate actions?

Back 11

(a) How can I do this?
(b) What am I doing?
(c) Am I doing this right?

Front 12

Observational learning is most effective when learners are _________ to perform the modeled behavior.

Back 12

motivated

Front 13

The consequences of a response serve at least three functions:

Back 13

(a) Response consequences inform us of the effects of our actions.
(b) The consequences of our responses motivate our anticipatory behavior.
(c) The consequences of responses serve to reinforce behavior.

Front 14

New behaviors are acquired through two major kinds of learning.

Back 14

(a)observational learning: modeling (attention, representation, behavioral production, motivation)

(b)enactive learning: allows people to acquire new patterns of complex behavior through direct experience by thinking about and evaluating the consequences of their behaviors.

Front 15

Bandura's social cognitive theory explains psychological functioning in terms of...

Back 15

triadic reciprocal causation.

Front 16

The triadic reciprocal causation system assumes that human action is a result of an interaction among three variables:

Back 16

(a)environment
(b)behavior
(c)person-- (memory, anticipation, planning, judging)

Front 17

Cognition at least partially determines... (3)

Back 17

(a)which environmental events people attend to.
(b)what value they place on these events.
(c)how they organize these events for future use.

Front 18

Bandura is the only personality theorist to seriously consider the possible importance of...

Back 18

chance encounters and fortuitous events.

Front 19

An unintended meeting of persons unfamiliar to each other.

Back 19

chance encounter.

Front 20

An environmental experience that is unexpected and unintended.

Back 20

fortuitous event.

Front 21

Chance encounters influence people only by entering the triadic reciprocal causation paradigm at point ____ and adding to the mutual interaction of person, behavior, and environment.

Back 21

E, or 'environment'.

Front 22

Social cognitive theory takes a(n) ________ view of personality, meaning that humans have the capacity to exercise control over their own lives.

Back 22

agentic

Front 23

The essence of humanness.

Back 23

Human agency.

Front 24

Human agency is not a thing but an active process of ________, _________, and _________ the environment in order to attain desired outcomes.

Back 24

exploring, manipulating, and influencing.

Front 25

What are the 4 core features of human agency?

Back 25

(a)Intentionality
(b)Forethought
(c)Self-reactiveness
(d)Self-reflectiveness

Front 26

The acts a person performs intentionally.

Back 26

Intentionality.

Front 27

Set goals, to anticipate likely outcomes of actions, and selecting behaviors that will produce desired outcomes and avoid undesirable ones.

Back 27

Forethought.

Front 28

Process of motivating and regulating their own actions. Making choices and monitoring progress toward fulfilling those choices.

Back 28

Self-reactiveness.

Front 29

Examining own functioning-- thinking about and evaluating motivations, values, and meanings of their life goals... thinking about the adequacy of their own thinking.

Back 29

Self-reflectiveness.

Front 30

Belief that one is capable of performing actions that will produce a desired effect.

Back 30

Self-efficacy.

Front 31

In the triadic reciprocal causal model, which factor does self-efficacy refer to?

Back 31

the P (person) factor

Front 32

One's prediction of the likely consequences of a behavior.

Back 32

Outcome expectations.

Front 33

When efficacy is high and the environment is responsive, outcomes are most likely to be...

Back 33

Successful.

Front 34

When low efficacy is combined with a responsive environment, people may become ___________ when they observe that others are successful at tasks that seem to difficult for them.

Back 34

Depressed.

Front 35

When people with high efficacy encounter unresponsive environments, they usually...

Back 35

Intensify efforts to change the effort, but if their efforts fail, they will quit.

Front 36

When low efficacy meets an unresponsive environment, people are likely to feel...

Back 36

Apathy, resignation, and helplessness.

Front 37

What contributes to self-efficacy?

Back 37

(a)mastery experiences (past performances)
(b)social modeling (vicarious experiences)
(c)social persuasion
(4)physical and emotional states

Front 38

Self-efficacy is raised when we observe the accomplishments of another person of ______ competence, but is __________ when we see a peer fail.

Back 38

(a)equal
(b)lowered

Front 39

Accomplishing a goal by relying on other people to repair objects.

Back 39

proxy agency.

Front 40

People's SHARED belief in their collective power to produce desired results.

Back 40

collective efficacy.

Front 41

4 factors that undermine collective efficacy.

Back 41

1. Humans live in a transnational world: what happens in one part of the globe affects other people.
2. Recent technology that people can't understand or believe they can control.
3. The complex social machinery
4. The tremendous scope and magnitude of human problems

Front 42

External factors affect self-regulation in at least two ways.

Back 42

1. provide a standard for evaluating behavior.
2. provide means for reinforcement.

Front 43

There are 3 internal requirements in self-regulation:

Back 43

1. self-observation
2. judgmental processes
3. self-reaction

Front 44

______ _______ allow us to evaluate our performances without comparing them to the conduct of others.

Back 44

Personal standards

Front 45

The causes of our behavior.

Back 45

Performance attribution.

Front 46

Moral agency has two aspects.

Back 46

1. Doing no harm to people
2. Proactively helping people

Front 47

Self-regulatory influences aren't automatic but operate only if they're activated.

Back 47

Selective activation.

Front 48

By justifying the morality of our actions, we can separate or disengage ourselves from the consequences of our behavior.

Back 48

Disengagement of internal control.

Front 49

Disengagement techniques allow people, individually or working in concert with others, to...

Back 49

engage in inhumane behaviors while retaining their moral standards.

Front 50

There are various mechanisms through which self-control is disengaged or selectively activated.

Back 50

1. People can redefine or reconstruct the nature of the behavior itself by (justification, comparisons, or euphemisms).

2. Minimizing, ignoring, or distorting consequences of their behavior.

3. Blame or dehumanize the victim.

4. Displace or diffuse responsibility.

Front 51

People justify otherwise reprehensible actions by a cognitive restructuring that allows them to minimize or escape responsibility.

Back 51

Redefinition of behavior.

Front 52

Otherwise culpable behavior is made to seem defensible or even noble.

Back 52

Moral justification.

Front 53

A second method of reducing responsibility through redefining wrongful behavior is to make advantageous or _________ comparisons between that behavior and the even greater atrocities committed by others.

Back 53

Palliative

Front 54

A second method of avoiding responsibility involves distorting or obscuring the...

Back 54

relationship between the behavior and its detrimental consequences.

Front 55

What are three techniques of distorting or obscuring the detrimental consequences of one's actions?

Back 55

1. Minimize the consequences of behavior.
2. Disregard or ignore the consequences of actions.
3. Distort or misconstrue the consequences of actions.

Front 56

In time of war, people often see the enemy as subhuman, so they need not feel guilty for killing enemy soldiers. What strategy of obscuring responsibility does this illustrate?

Back 56

Dehumanizing victims or attributing blame to them.

Front 57

People minimize the consequences of their actions by placing responsibility on an outside source.

Back 57

Displacement.

Front 58

Spreading responsibility so thin that no one person is responsible.

Back 58

Diffuse responsibility.

Front 59

Dysfunctional depression can occur in any of the three self-regulatory subfunctions:

Back 59

(a)self-observation -- misjudging own performance or distorting memory of past accomplishments.
(b)judgmental processes -- set standards unrealistically high so any real accomplishments are judged as failure.
(c)self-reactions -- judge themselves harshly/treat themselves badly for shortcomings.

Front 60

Fears that are strong enough and pervasive enough to have a severe debilitating effect on one's daily life.

Back 60

Phobias.

Front 61

Phobias and fears are learned by... (3)

Back 61

(1) Direct contact.
(2) Inappropriate generalization.
(3) ESPECIALLY by observational experiences.

Front 62

Bandura credits what for generating many of our fears?

Back 62

TV and other news media.

Front 63

Aggressive behavior is acquired through...

Back 63

(1)Observation of others
(2)Direct experiences with positive and negative reinforcements, training, or instruction
(3)Bizarre beliefs

Front 64

Why do people continue to aggress once established? (5 reasons)

Back 64

(1) Enjoy inflicting injury (positive reinforcement)
(2) Avoid or counter aversive consequences of aggression by others (negative reinforcement)
(3) receive injury or harm for not behaving aggressively (punishment)
(4) live up to personal standards of conduct by their aggressive behavior (self-reinforcement)
(5) observe others receiving rewards for aggressive acts/punishment for nonaggressive behavior.

Front 65

Aggressive actions normally lead to further aggression.

This belief is based on the study by Bandura and Dorrie and Sheila Ross. What did they find?

Back 65

They found children who observed others behaving aggressively displayed more aggression than a control group of children who didn't view aggressive acts.

Front 66

Deviant behaviors are initiated on the basis of _______ ________ learning principles, and they're maintained because, in some ways, they continue to _____ _ _______.

Back 66

social cognitive
serve a purpose

Front 67

The ultimate goal of social cognitive therapy is...

Back 67

self-regulation.

Front 68

People who observe live or filmed models performing threatening activities often feel less fear and anxiety and are then able to perform those same activities.

Back 68

Overt or vicarious modeling.

Front 69

Therapist trains patients to visualize models performing fearsome behaviors.

Back 69

Covert or cognitive modeling.

Front 70

Patients perform those behaviors that previously produced incapacitating fears.

Back 70

Enactive mastery.

Front 71

Therapist and patient work together to place fearsome situations on a hierarchy from least to most threatening.

Back 71

Systematic desensitization.

Front 72

Bandura believes the reason for his therapeutic strategies' effectiveness can be traced to a common mechanism found in each of these approaches:

Back 72

Cognitive mediation.

Front 73

Bandura argued that the personality system obtains its coherence and formation by and through what?

Back 73

Interactions with the social world.

Front 74

What did Caprara, Steca, Cervone, and Artistico study?

Back 74

The impact that self-efficacy beliefs have on dispositional shyness.

Front 75

What did the results in the Self-Efficacy and Shyness research show?

Back 75

Shyness is not only the result of temperamental and biological processes. It's also the result of people using their capacities for self-reflection, which permits them to interpret their experiences and to envision themselves coping with future challenges.

Front 76

A recent paper by Hampton and Mason suggests that students with learning disabilities may have lower self-efficacy mainly because...

Back 76

They have less access to mastery experiences, social modeling, social persuasion, and emotional states (the four sources of self-efficacy).

Front 77

What were Hampton and Mason's results for their Self-Efficacy Gender, and Academic Achievement study?

Back 77

All four sources of self-efficacy were less accessible to students with learning disabilities compared to those without disabilities.

Gender had no effect either on sources or beliefs of self-efficacy.

Front 78

How does he rate on generating research?

Back 78

Very high.

Front 79

How does he rate on falsifiability?

Back 79

High.

Front 80

How does he rate on organizing knowledge?

Back 80

High.

Front 81

How practical (guides action) is his theory?

Back 81

High.

Front 82

How internally consistent is his theory?

Back 82

High.

Front 83

How does his theory score on parsimony?

Back 83

High.

Front 84

Optimism vs. Pessimism

Back 84

Optimistic.

Front 85

Freedom vs. Determinism

Back 85

Freedom.

Front 86

Causality vs. Teleology.

Back 86

Moderate...

Front 87

Conscious vs. Unconscious.

Back 87

Conscious.

Front 88

Biological vs. Social influences on personality.

Back 88

Both.

Front 89

Uniqueness vs. Similarities.

Back 89

Uniqueness.

Front 90

Humans are ____-______, purposive animals who can view the future and bestow it with meaning by being aware of the possible consequences of future behavior.

Back 90

goal-directed.