1. 1 Psychology 305A: Personality Psychology November 4 Lecture 16

2. Psychology 3052 Scoring Your Questionnaire: NC 1. Reverse score items 3, 4, 5, 7, 8, 9, 12, 16, and 17 (change response options as follows: 5  1, 4  2, 2  4, 1  5). 2. Sum your responses to the 18 items. 2

3. 3 Reminder Paper clinics for the Peer Mentor Program are scheduled at the following times: November 5, 4:30-€“6:00PM, SWING 122 November 21, 12:30-“2:00PM, IBLC 182 November 21, 4:30-€“6:00PM, SWING 122

4. A little R&R …. (Review and Reflect) 4

5. Psychology 3055 1.What is Bandura’s social-cognitive learning theory of personality? The Learning and Cognitive Perspectives 5 2. What are the goals of the cognitive perspective on personality? 3. What is the schematic view of cognitive processing?

6. 6 1. define the terms observational learning and self- efficacy. By the end of today’s class, you should be able to: 6 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.

7. 7 7 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. 9. review the functions of schemas.

8. Psychology 3058 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: 8

9. Psychology 3059 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. 9

10. Psychology 30510  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. 10

11. Psychology 30511  Observational learning does not require reinforcement. However, when reinforcement occurs, it facilitates learning. 11

12. Psychology 30512 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. 12

13. Psychology 30513  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. 13

14. Psychology 30514  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). 14

15. Psychology 30515  Therapeutic methods derived from the learning perspective are designed to increase self-efficacy:  Systematic desensitization.  Exposure treatment. 15  Modeling (mastery, coping, and participant modeling).

16. Reminder Cognitive Perspective, Chapter 12: As noted in the syllabus, you are only responsible for pages 287-298 and 304-314. 16

17. 17 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. 17

18. 18 In contrast to some other perspectives, the cognitive perspective highlights people’s capacity to overcome impulses and environmental influences through reason. 18

19. 19 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. 19

20. 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 20

21. 21 Schemas serve many functions:  facilitate recognition.  direct attention.  enhance the encoding of information into memory.  provide “default” information to fill in gaps. 21

22. 22 Thus, schemas act as “cognitive filters” through which we perceive, process, and recall information: 22

23. 23 A father and his son were involved in a car accident in which the father was killed and the son was seriously injured. The father was pronounced dead at the scene of the accident and his body was taken to a local mortuary. The son was taken by ambulance to a hospital and was immediately wheeled into an operating room. A surgeon was called. Upon seeing the patient, the attending surgeon exclaimed, “Oh my God, it’s my son!” Can you explain this? 23

24. Medicine Successful Surgeon Caring Admired Knowledgeable Rich Male Hardworking Educated Female Surgeon Schema Dedicated 24

25. 25 We have schemas for:  the sexes (e.g., females, males).  occupations (e.g., surgeon, accountant).  social groups (e.g., ethnic groups, political groups).  objects (e.g., boats, houses).  personality types (e.g., introverts vs. extraverts).  relationships (recall internal working models).  our own self. 25

26. Self-Schema 26 Kind Adventurous Honest Thoughtful Gives money to charities Cultured Likes Shakespeare Runs 5 km daily Athletic Lives in Richmond Volunteers at Richmond food back Attends live theatre Travels Self

27. 27 1. define the terms observational learning and self- efficacy. By the end of today’s class, you should be able to: 27 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.

28. 28 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. 9. review the functions of schemas.