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Bandura and Walters' work

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Social Learning & Personality (1959)

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Bandura's work

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Social Foundations of Thought and Action (1986) -MONUMENTAL!

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Walter Mischel's work

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-Personality and Assessment (1968) -"Perhaps the most influential volume in personality psychology in the past half century!!!"

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Walter Mischel

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-Reason about the world using language -Contemplate present, past and hypothetical future events -Reflect on themselves (about self and own thinking)

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Structure of personality

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-Competencies & skills -Beliefs & expectations -Goals -Evaluative standards

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Competencies & Skills

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Ways of thinking about problems + behavioral skills in solving them -Declarative knowledge: involves knowing THAT something is the case -Procedural knowledge: involves knowing HOW to do something

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Competencies & skills

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-Context specificity -Psychological change

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Beliefs and expectancies

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Beliefs are about what the world is actually like -Expectations re: future -Situational variability -Highly idiosyncratic

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Schemas

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-Self-schemas: validated by reaction time measures -"family of selves"

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Self-efficacy beliefs

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Perceived self-efficacy: -Selection -Effort, persistence, performance -Emotion -Coping Situational

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Outcome expectations vs. self-efficacy expectations

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Self-efficacy

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Self-efficacy and anxiety

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*Perceptions* of low self-efficacy --> experience of high anxiety arousal

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Perceived inefficacy and depression

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Prone to depression: -Impose excessively high goals & standards -Blame themselves for falling short of them

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What is fundamental to anxiety? (not the threatening event)

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Perceived inefficacy in coping with it is fundamental to anxiety

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Low self-efficacy

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-contribute to diminished performance --> falling even further below standards + additional self-blame

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What causes depression

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when a person feels inefficacious in relation to a goal BUT believes the *goal to be reasonable*

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What does not cause depression

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beliefs that goals are BEYOND one's capabilities because UNREALISTIC will lead to abandoning the goal and maybe apathy, *not depression*

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Motives

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-Prefer to see ourselves as relatively stable 1) Self-enhancement motive: overcompensate self image, compare those less of us 2) Self-verification motive: seek those who validate our view of self

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Self enhancement motive

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-biased towards positive views of the self -enhance self-image by comparing with those lesser to make us feel better -people tend to prefer positive feedback -overestimate positive attributes

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Self-verification motive

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experience self as *consistent* and *predictable* -prefer feedback that validates how we feel about ourselves (even if it's negative) -seek out people who also validate us

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Goals

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-Mental representation of action or course of action

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How goals are organized

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Organized in a system and hierarchically -Vary by 3 factors: 1. Challenge: self-efficacy (higher self-efficacy, higher goals) 2. Proximity/distal: time frame 3. Subjective meaning

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Goals are central to ____.

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Goals are central to *motivation*

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Learning goals

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think about the task and all you can learn from it -improve/change -intrinsic/important to us

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Performance goals

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aim to show: -how smart you are -avoid embarrassment when you don't know something -make a good impression

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Personal standards (evaluative standards)

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fundamental/essential to motivation & performance

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Self-evaluative reactions (evaluative standards)

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-Self-evaluative reactions (*emotional*) -respond in either satisfied or dissatisfied similar to expectations

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Higgins

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"Ideal & ought" standards -*Actual & ideal self-discrepancies* lead to --> sadness (experience negative emotion if can't follow up) -*Actual & ought self-discrepancies* lead to --> anxiety (e.g. playing Fo4 when you should/ought to be studying)

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*Reciprocal determinism* (Bandura)

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ALBERT BANDURA -Developed for cause and effect -reciprocal in the sense that *actions of persons influence each other*

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Mischel & Shoda

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-Broader view: environment and behavior -Cognitive Affective Processing System *(CAPS)*

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CAPS

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-Cognitive Affective Processing System -by Mischel and Shoda 1. Cognitive and emotional linked (emotions --> thoughts) 2. 'Situational features' 3. 'Situational features' --> variable behaviors -Activate diff. parts of personality system -what causes us to vary behaviors due to diff. activation -Situation affects stability and variability

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Mischel (if...then profiles)

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-Behavioral signatures: infinite profiles; tendencies to behave in similar situations -stable profiles in expressing behavior in groupos -Cognitive Affective Processing System (situational features and cognitive emotions)

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Modeling (Bandura)

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Desired activities demonstrated by models who experience positive consequences -Complex behaviors broken down -*Learning can happen w/o reinforcement; by simply observing aka modeling*

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Observational learning

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-Model (person that does the behavior) & Modeling (activities) (Bandura) -Internal mental representation -Acquisition and performance

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Acquisition (deals with performance in modeling)

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Learning new skills and behaviors in the absence of reinforcement

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Performance (deals with acquisition in modeling)

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Model and modeling in observational learning

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Two main models (to observational learning; Bandura)

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1. Acquire new skills; acquisition 2. Self-regulation

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Bobo Doll experiments (Bandura & Ross)

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-Aggressive behavior by model in 3 conditions: 1) No consequences --> control, just watched 2) Reward --> much more aggressive due to + reinforcement 3) Punishment: less *Bottom line*: kids imitated aggressiveness of adult

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Vicarious conditioning

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Process of learning emotional reactions through observing others *Emotions are learned.*

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Self-regulation

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2nd main point of Bandura observational learning -*Capacity to motivate oneself* e.g. Set goals, plan strats (RUSH B), Evaluate & modify behavior

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What is motivation guided by?

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Our own *thinking processes* -Social cognitive theorists perspective

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Bandura & Cervone

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-Research on goals (self-regulation) -4 groups of subjects w/ 4 conditions -*Goals and feedback shown to be most beneficial for performance* -Goals, feedback, and control groups actually nearly identical in performance

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Mischel's Paradigm: Marshmallow test

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-Experiment involving 4 yr kids testing *delayed gratification* -found that children who were able to wait longer (stronger willpower) for the preferred rewards tended to have better life outcomes.

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Stress

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when one views circumstances as taxing or exceeding resources & endangering well-being

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Lazarus & Folkman

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1. *Primary appraisal*: "Is something at stake: Is there a threat or danger?" 2. *Secondary appraisal*: "What, if anything, can be done?"

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Stress and coping (Lazarus & Folkman)

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1. *Problem-focused coping*: attempts to cope by altering features of stressful situation 2. *Emotion-focused coping*: attempts to improve internal emotional state

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What are coping methods influenced by? (Lazarus & Folkman)

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Coping methods influenced by 1. *personality factors*...many strongly influence by 2. *situational context*

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Stress and coping dynamic (Lazarus & Folkman)

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Greater level of stress and efforts to cope --> lead to poorer the physical health & greater the likelihood of psychological symptoms

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Mastery and problem solving (Lazarus & Folkman)

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-Greater sense of *mastery* --> better physical and psychological health -Planful problem solving more adaptive than escape avoidance or confrontive coping

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Bandura

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-Maladaptive behavior arises from dysfunctional learning -Dysfunctional expectancies -Dysfunctional self-evaluations -Self-efficacy beliefs

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Modeling and guided mastery (Bandura)

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-Goal: change in self-efficacy -*Modeling*: observation of behavior + positive consequences -*Guided mastery*: observation + assistance

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Ellis

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-Rational Emotive Therapy RET -*Beliefs about the events are what people respond to emotionally, not the events themselves.*

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ABC of Rational-emotive therapy (Ellis)

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1) Activating event (A) may lead to consequence (C) like an emotional reaction 2) Beliefs (B) are created between A --> C 3) Beliefs (B) determine response to activating event B --> A so *Bottom line*: *Beliefs cause distress are irrational, it is the beliefs that cause reactions/consequences*

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Aaron Beck

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Psychological difficulties are due to -Pattern of automatic thoughts -Dysfunctional assumptions -Negative self-statements

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Beck's cognitive triad of depression

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1. Negative views of *self* (e.g. "I am inadequate, undesirable, worthless") 2. Negative views of the *world* (e.g. "The world makes too many demands on me & life represents constant defeat.") 3. Negative views of *future* (e.g. "Life will always involve the suffering & deprivation it has for me now.")

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Faulty cognitions (Beck)

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Compared to non-depressed individuals, depressed persons: - focused more on themselves -had more accessible negative self-constructs -had bias toward pessimism rather than optimism in relation to self

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Beck's cognitive therapy for depression (CBT)

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-Designed to identify and correct distorted conceptualizations and dysfunctional beliefs - 15 to 25 sessions at weekly intervals -interpretation and modification of distortions and dysfunctional beliefs

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Highly specific learning environment

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-Monitor negative automatic thoughts e.g. catch yourself in the act "here I go again..." -recognize how these thoughts lead to problematic feelings and & behaviors

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Cognitive Therapy for Depression (CBT by Aaron Beck)

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-Examine evidence for & against these thoughts -Substitute more reality based interpretations e.g. "Is that true" Questions+examines similar to 2 attorneys in a courtroom

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Evaluation

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-Database is diverse -Highly testable -Comprehensive well defined constructs -Applicable = therapies! (-) Not tied well together so not very systematic (-) Falls short of biology methods in comprehension

Chapter 12 Social Cognitive Theory – Flashcards

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