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Personality Psych
Chapters 15 - 17
| Question | Answer |
|---|---|
| Operant Analysis | study of the ways in which behavior is acquired, maintained, or modified by its reinforcing or punishing consequences |
| Skinner’s theory | Operant analysis |
| What did Skinner believe was the reason why we had not made more progress in understanding behavior? | Our refusal to give up mentalistic explanations of behavior, which appear to help us understand our actions, hinder us in our quest |
| Mentalism: | indicates learning theorists’ dissatisfaction with the use of concepts that cannot be objectively assessed or validated as explanatory devices in attempts to account for behavior |
| Skinner believed in a substantial level of _______ rather than pure free will. | Determinism |
| What did Skinner believe the study of personality involves? | a systematic examination of the idiosyncratic learning history and unique genetic background of the individual |
| Skinner’s personality: | Involves the discovery of the unique set of relationships between the behavior of an organism and its reinforcing or punishing consequences |
| Operant Conditioning: | Establishment of the linkage or association between a behavior and its consequences |
| Skinner’s Model of Behavior: | A>B>C |
| Contingency: | relationship between a behavior and its consequences |
| Three Term Contingency: | The events that precede the behavior, The behavior itself, The consequences that follow the behavior |
| Discrimination: | responding differently in the presence of different situational events |
| Stimulus control: | process in which a person’s response is determined by a particular stimuli |
| Prompts: | antecedent stimuli that help initiate behaviors |
| Discriminative Stimulus: | presence signals an individual to respond because he or she has learned previously that its presence leads to reinforcing consequences |
| Stimulus generalization: | responses made in the presence of a particular stimulus come to be made in the presence of other, similar stimuli |
| Positive reinforcement: | presentation of a positive reinforcer following a response, with the result that the rate of that response increases |
| Negative Reinforcement: | removal of an aversive stimulus following a response, with the result that the rate of that response increases |
| Positive Punishment: | presentation of an aversive stimulus following a response, with the result that the rate of that response decreases |
| Negative Punishment: | removal of a positive reinforcer following a response, with the result that the rate of that response decreases (worst option, doesn’t work) |
| Extinction: | reduction in behavior that occurs as a result of the failure to reinforce previously reinforced behavior |
| Shaping: | teaching a new behavior by reinforcing responses that successively approximate it |
| Continuous Reinforcement: | schedule of reinforcement in which each response is followed by a reinforcer |
| Intermittent Reinforcement: | schedule of reinforcement in which responses produce reinforcers only occasionally |
| Fixed Ratio: | fixed number of responses is required before a reinforcer is applied |
| Fixed Interval: | the first response that occurs after a fixed amount of time has elapsed is reinforced |
| Skinner preferred a theory where people survive by: | learning which contingencies lead to reinforcement and which ones lead to punishment |
| Skinner’s Personality Development- | not a stage theory, but rather people survive by learning which contingencies lead to reinforcement and which ones lead to punishment. |
| Repertoire: | unique set of acquired behavior patterns |
| Skinner did not use traditional techniques such as dream analysis, free association, and personality measures. Instead: | he insisted that we needed an experimental analysis of behavior. |
| Behavior modification: | series of procedures that seek to change behavior through reliance on reinforcement principles or, less often, by reliance on punishment principles |
| Discrimination training: | procedure in which person learns to confine certain behaviors (e.g., eating) to certain situations (e.g., dining room table) and to refrain from performing the behavior in other situations (e.g., watching TV, talking on the phone, lying in bed reading) |
| Time out from reinforcement: | punishment procedure in which, contingent on undesirable behavior, access to positive reinforcers is withdrawn for a brief period |
| Response-Cost: | loss of positive reinforcer after performing an undesirable behavior |
| Differential reinforcement of other behavior: | schedule of reinforcement in which reinforcement is delivered at the end of a time interval during which no instances of unacceptable behavior occurred |
| Self Management Procedures | institutional members learn to manage or control their own behavior |
| Habit Reversal: | making a response that is incompatible with an undesirable behavior |
| Token Economy: | patients earn tokens for performing behaviors that are necessary if they are to live effectively |
| Aversive Techniques: | punishment is used to stop an undesirable behavior |
| Shaping: | teaching a desirable behavior by reinforcing responses that successively approximate it |
| Skinner Theory’s Implications for education: | Permissiveness does not work, Punishment does not work, What does work is arranging contingencies of reinforcement so that students can learn. |
| Walden Two: | utopian society in which environments are structured to meet community members' needs |
| Skinner’s Comprehensiveness: | initially narrow in scope because it focused almost exclusively on so-called lower animals, Later developments of the theory focused more on human behavior, thereby increasing the comprehensiveness of the theory |
| Skinner’s Precision and Testability: | precise and testable |
| Skinner’s Parsimony: | relatively economical, but still needs some concepts to explain certain social-learning phenomena. |
| Skinner’s Empirical Validity: | strong empirical support |
| Skinner’s Heuristic Value: | highly stimulating to investigators in a variety of disciplines |
| Skinner’s Applied Value: | strong applied value, especially in the areas of psychopathology and education |
| Self- Control Processes: | Actions instigated by a person to alter the conditions the influence his or her behavior |
| Rotter’s | Expectancy-Reinforcement Value Model |
| Rotter has a _____________ approach to personality | Social Learning |
| Rotter’s basic assumptions: | most of our behavior is learned and is acquired through our experiences with other people |
| Rotter emphasized | unity or interdependence of personality |
| Rotter: Much of our behavior is | goal-directed |
| People strive to | maximize rewards and to minimize or avoid punishment |
| Behavior Potential: | probability that a particular behavior will occur, as a function of the person’s expectancies and the perceived value of the reinforcer secured by the behavior in a given situation |
| Expectancy: | cognition or belief about the property of some object or event |
| Reinforcement value: | importance of a given reinforcer to an individual in relation to other reinforcers, if the probabilities of attaining all of them are equal |
| Psychological Situation: | meaning of the situation as it is defined by the person |
| Social Learning Approach to Personality: Four Concepts: | Behavior Potential, Expectancy, Reinforcement value, Psychological situation |
| Freedom of movement: | individuals expectancy that his or her behaviors will generally lead to success (high freedom of movement) or failure (low freedom of movement) in a given life area |
| Minimal goal: | dividing point between those outcomes that produce feelings of satisfaction and those that produce dissatisfaction |
| Rotter’s Personality Development- | not a stage theory; developmental process involves the acquisition and modification of expectancies and reinforcement values through contact with various socialization agents (e.g., parents, siblings, friends, teachers). |
| Rotter’s five therapeutic Assessment procedures: | Interview, projective tests, Controlled behavioral tests, behavioral observation methods, questionnaire |
| internal vs. external control of reinforcement- | individuals belief that his or her behavior is self-determined (internal control) or determined by outside factors (external control) |
| Locus of control of reinforcement: | people’s beliefs about the location (internal/external) of controlling forces in their lives |
| I/E scale: | measures the individual’s belief that forces are or are not beyond his or her control |
| Psychotherapy is a | learning process itself |
| Maladjusted people: | characterized by low freedom of movement and high need value; they learn how to avoid or defend themselves against actual or anticipated failure |
| The therapist’s function is to help these people change expectancies and reinforcement values that do not work: | must learn realistic expectancies and reinforcers must learn to discriminate between those situations that are likely to lead to behaviors that are appropriate/inappropriate. must learn to eliminate behaviors that are undesirable and vice versa |
| Rotter’s Comprehensiveness: | broad in scope |
| Rotter’s Precision and testability: | precise and testable |
| Rotter’s Parsimony: | quite parsimonious |
| Rotter’s empirical validity: | strong empirical support for the I-E concept; rest of the theory remains untested |
| Rotter’s Heuristic Value: | theory is stimulating to scholars in many areas, including learning theory, psychopathology, psychotherapy, personality development, and social psychology |
| Rotter’s applied value: | strong applied value |
| Bandura’s | Social-cognitive theory |
| Behavior occurs as | the result of a complex interplay between inner processes (cognitions, motivations, personality factors) and environmental influences |
| Triadic Reciprocal determinism | belief that cognition, behavior, and the environment operate interactively as determinants of one another |
| Assumes that we represent external events symbolically | Verbal and Imaginal representation |
| Verbal representation | word that signifies an object in the environment |
| Imaginal representation | image conjured up by a person that resembles an object in the environment |
| Assumes that most of our behavior is not controlled by | immediate external reinforcement |
| Anticipated outcomes: | person’s expectancy that the performance of certain behaviors will secure certain reinforcers |
| Modeling: | type of learning in which individuals learn new behavior by observing others |
| Whether or not the person imitates observed behavior of a model depends on three factors: | Characteristics of the observer, Characteristics of the model, Rewards and punishments associated with the model's behavior |
| Vicarious reinforcement: | willingness to imitate the behavior of a model after observing that the model was reinforced for the behavior |
| Observers who watch models being rewarded for certain behaviors tend to _____ them, whereas observers who watch models being punished for their actions tend _______ those actions | repeat, not to repeat |
| Observers are more likely to imitate aggressive models who | receive no punishment for their behavior |
| Even when models are punished for their actions, | observers can and will imitate them if given strong incentives |
| Observers will imitate even a disliked model | who has been rewarded for his aggression if they believe his actions are exciting and fun |
| Observers will imitate aggressive behavior performed by models if | the aggression is justified |
| Observers are more apt to behave aggressively if | they are low on impulse control |
| Observers behave more aggressively if they ______ with the aggressor | identify |
| Observers are more apt to be aggressive if they can | dehumanize the victim |
| Media executives need to be encouraged by members of the public to create | more constructive shows and video games |
| Parents need to limit their children’s exposure to media violence by | monitoring the content of programs in advance, modeling nonaggressive behavior for their children, and rewarding nonviolent behavior |
| Efficacy expectations: | individuals’ convictions or beliefs that they can execute the behaviors required to produce certain response consequences |
| Efficacy expectations depend on four factors: | Performance accomplishments, Vicarious experiences, Verbal persuasion, Emotional arousal |
| Research on self-efficacy: | Academic development and achievement, Career choices and job performance, Physical and mental health |
| Social-cognitive experiences | play a crucial role in the development and modification of behavior |
| On the plus side, imitation of parents’ behaviors | often meets with reward |
| On the minus side, parents who severely punish their children or are cold and impersonal are likely to | have children with behavioral problems |
| Multiple models: | learning more difficult when models are performing behaviors that conflict with one another |
| Children eventually learn to | apply self-reinforcers and self- punishers to their own behavior |
| Bandura’s Assessment Techniques: | No use of traditional techniques (free association, dream analysis, and transference) |
| Bandura has a Heavy reliance on | experimentation to assess personality functioning and change |
| Guided participation modeling: | models first show participants how to tolerate threatening interactions with dreaded objects, and then guide the participants through these threatening activities until they are finally able to master their fears |
| Self-modeling: | type of learning in which individuals watch themselves behave via videotape and then show the same behaviors later on |
| Elimination of fears by | raising efficacy expectations |
| Bandura’s comprehensiveness: | broad in scope |
| Bandura’s precision and testability: | precise and testable |
| Bandura’s parsimony: | parsimonious |
| Bandura’s empirical validity: | strong empirical support |
| Bandura’s Heuristic value: | high heuristic value, proving stimulating to researchers in clinical psychology, social psychology, health psychology, and vocational counseling |
| Bandura’s applied value: | strong applied value, especially in the areas of education and psychopathology |
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