1. 1 Psychology 305A: Personality Psychology November 7 Lecture 17

2. Psychology 3052 Scoring Your Questionnaire: NC 1. Reverse score items 3, 4, 5, 7, 8, 9, 12, 16, and 17. 5  1 4  2 3 = 3 2  4 1  5 2. Sum your responses to the 18 items. 2

3. Announcements 1. The grades for the second midterm exam are now available on the course website. The mean score was 67% (SD = 16%, range = 25% – 97%). 3

4. 2. The TAs are available during their office hours or by appointment to meet with you to review your exam: Boaz (TA for students with last names A-M): E-mail address: bysaffer@psych.ubc.ca Office hours: Wednesdays, 2:00-3:00, Kenny 2011 Sam (TA for students with last names N-Z): E-mail address: s.rumak@psych.ubc.ca Office Hours: Tuesdays, 9:30-10:30, Kenny 2011 4

5. 3. Boaz and Sam will hold extra office hours on: Boaz: Friday, November 8, 2:00-5:00, Kenny 1909 Sam: Thursday, November 7, 1:00-3:00, Kenny 1909 Thursday, November 14, 1:00-2:00, Kenny 2011 5 4. Due to unforeseen circumstances, Sam must cancel his office hour on Tuesday, November 12.

6. A little R&R …. (Review and Reflect) 6

7. Psychology 3057 1.What is Bandura’s social-cognitive learning theory of personality? The Learning and Cognitive Perspectives 7 2. What are the goals of the cognitive perspective on personality? 3. What is the schematic view of cognitive processing?

8. 8 1. define the terms “observational learning” and “self- efficacy.” By the end of today’s class, you should be able to: 8 2. distinguish between extrinsic, intrinsic, vicarious, and self-reinforcement. 3. identify determinants of self-efficacy. 4. describe the therapeutic methods of systematic desensitization and exposure treatment.

9. 9 9 5. distinguish between mastery modeling, coping modeling, and participant modeling. 8. distinguish between a schema, an exemplar, a prototype, and a fuzzy set. 7. describe the schematic view of cognitive processing. 6. review the primary goals of the cognitive perspective on personality.

10. Psychology 30510 What is Bandura’s social-cognitive learning theory of personality? Bandura’s theory of personality emphasizes 2 broad concepts not recognized by early learning theorists: 10

11. Psychology 30511 1. Observational Learning  Refers to learning through the observation of models.  A perceptual process: people learn what they attend to.  Accounts for our ability to learn simple and complicated behaviours. 11

12. Psychology 30512  Bandura maintained that observational learning: (a) is more efficient than learning through direct experience, (b) is the method by which most of our learning is accomplished, and (c) has evolved among humans because it enhances the probability of survival. 12

13. Psychology 30513  Observational learning does not require reinforcement. However, when reinforcement occurs, it facilitates learning. 13

14. Psychology 30514 2. Self-Efficacy  Refers to an individual’s subjective belief about her/his ability to successfully perform a behaviour. High self- efficacy entails expectations of success; low self- efficacy entails expectations of failure.  Self-efficacy is not a trait-like characteristic. It varies across domains. 14

15. Psychology 30515  Individuals with high self efficacy in a given domain:  set more challenging goals for themselves.  persist longer in the pursuit of those goals.  recover more quickly from setbacks.  experience less fear, anxiety, and stress. 15

16. Psychology 30516  Self-efficacy is influenced by:  Mastery experiences (i.e., performance accomplishments).  Social modeling (i.e., vicarious experiences).  Social persuasion (i.e., verbal persuasion).  Emotional arousal (e.g., levels of fear and anxiety). 16

17. Psychology 30517  Therapeutic methods derived from the learning perspective are designed to increase self-efficacy:  Systematic desensitization.  Exposure treatment. 17  Modeling (mastery, coping, and participant modeling).

18. Reminder Cognitive Perspective, Chapter 12: As noted in the syllabus, you are only responsible for pages 287-298 and 304-314. 18

19. 19 What are the goals of the cognitive perspective on personality? The cognitive perspective on personality has two primary goals: 1. to describe how the mind processes information (i.e., cognitive processing). 2. to relate individual differences in cognitive processing to personality. 19

20. 20 In contrast to some other perspectives, the cognitive perspective highlights people’s capacity to overcome impulses and environmental influences through reason. 20

21. 21 What is the schematic view of cognitive processing? The schematic view maintains that cognitive processing relies on the use of schemas. Schema: An organized knowledge structure about a concept, its attributes, and its relationships to other concepts; a network of associations related to a concept. 21

22. Kind Warmth My grandmother My mom Mother Thoughtful Disciplinarian Stay-at-home moms June Cleaver Love Working moms Hillary Clinton Gloria Delgado- Pritchett Mother Teresa Exemplars Prototype Fuzzy set Pregnancy Mother Schema 22

23. 23 1. define the terms “observational learning” and “self- efficacy.” By the end of today’s class, you should be able to: 23 2. distinguish between extrinsic, intrinsic, vicarious, and self-reinforcement. 3. identify determinants of self-efficacy. 4. describe the therapeutic methods of systematic desensitization and exposure treatment.

24. 24 5. distinguish between mastery modeling, coping modeling, and participant modeling. 8. distinguish between a schema, an exemplar, a prototype, and a fuzzy set. 7. describe the schematic view of cognitive processing. 6. review the primary goals of the cognitive perspective on personality.