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Cognitive, Social Learning and CAPS

Cognitive, Social Learning and CAPS. George Kelly. Personal Constructs Constructive Alternativism Convenience Heirarchy of constructs. Rotter. The “ psychological situation ” Behavior Potential BP= f( E + RV ) Expectancies Reinforcement Value Locus of Control. Bandura.

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Cognitive, Social Learning and CAPS

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  1. Cognitive, Social Learning and CAPS

  2. George Kelly • Personal Constructs • Constructive Alternativism • Convenience • Heirarchy of constructs

  3. Rotter • The “psychological situation” • Behavior Potential BP= f( E + RV ) • Expectancies • Reinforcement Value • Locus of Control

  4. Bandura • Observational learning • Self-regulation • Self-efficacy • Reciprocal interactionism

  5. Self-regulation Reinforcement has no direct effects (cognitively mediated or even vicarious) Self-reinforcement is as important as external (internalized standards and processes of reward and punishment) ***Self-regulation overcomes stimulus control

  6. Self-efficacy • 2 types of expectancies Outcome expectancy Self-efficacy • SE determines: behavior to be performed amount of effort expended persistence in the face of adversity, etc.

  7. Reciprocal interactionism or Reciprocal Determinism • selecting environments • creating environments • transforming environments

  8. Mischel and CAPS theory • basic principles, concepts, assumptions: • focus on P X S interaction • include and integrate Cognitive, Emotional, Motivational, Biological & Environmental factors

  9. Mischel and CAPS theory • CAUs ( person variables) 1. Encodings (cognitive constructions) 2. Expectancies ( “if-then” behavior-outcome, self-efficacy) 3. Affects 4. Goals and Values 5. Competencies and Self-regulation

  10. Mischel cont. • Personality coherence individual differences in the “chronic accessibility”of CAUs ***consistency of variability across situations

  11. Shoda, Mischel & Wright Summer camp study When “psychological situation” varied, aggressive behavior varied in predictable ways in similar situations. e.g., when teased by peers, when approached by adults, etc. situation-behavior “signatures”

  12. Mischel cont. • Relative impact of person variables and situation variables (when does which take precedent?) • greater ambiguity and “response freedom” greater influence of person variables (indiv. diff.)

  13. The self • I & me • Self-schemas (Markus, etc.) readily accessible schema • Multiple selves: (Markus, Higgins, etc.) • Self-discrepancies (Higgins: Actual, Ideal, Ought)

  14. Causal Attributions • Learned Helplessness • Pessimism and Optimism Optimists are healthier, happier, and live longer

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