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CHAPTER 16

CHAPTER 16. ROTTER'S EXPECTANCY- REINFORCEMENT VALUE MODEL. Social-learning Approach to Personality. Four Major Concepts

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CHAPTER 16

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  1. CHAPTER 16 ROTTER'S EXPECTANCY- REINFORCEMENT VALUE MODEL

  2. Social-learning Approach to Personality • Four Major Concepts • behavior potential - probability that a particular behavior will occur, as a function of the persons 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.

  3. Social-learning Approach to Personality (cont.) • Two Derivative Concepts • 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.

  4. 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).

  5. Therapeutic Assessment Techniques • Major procedures • Laboratory studies • Clinical interview • Projective tests • Controlled behavioral tests • Behavioral observation methods • Personality questionnaires • 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). • research with I/E Scale

  6. Theory's Implications for Therapy • Maladjusted People - those who behave in ways that society considers destructive; therapists need to help them change expectancies and reinforcement values that do not work. • must learn a set of realistic expectancies • must learn a set of realistic reinforcers • must learn to discriminate between those situations that are likely to lead to behaviors that are appropriate and those likely to lead to behaviors that are inappropriate. • must learn to eliminate behaviors that are undesirable and to learn those that are desirable.

  7. Evaluative Comments • Comprehensiveness - broad in scope. • Precision and Testability - precise and testable. • Parsimony - quite parsimonious. • Empirical Validity - strong empirical support for the locus of control construct; rest of the theory remains untested. • Heuristic Value - theory is stimulating to scholars in many areas, including learning theory, psychopathology, psychotherapy, personality development, and social psychology. • Applied Value - strong applied value.

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