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Trait Theory/Cognitive Theory | Pg. 29-34 | September 8

by: Cynthia Shelby

Trait Theory/Cognitive Theory | Pg. 29-34 | September 8 PSY 3350

Marketplace > Wayne State University > Psychology > PSY 3350 > Trait Theory Cognitive Theory Pg 29 34 September 8
Cynthia Shelby

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About this Document

Class Discussion on 9-6-16 and book notes from pages 29-34
The Study of Personality
Joseph Fitzgerald
Class Notes
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This 2 page Class Notes was uploaded by Cynthia Shelby on Tuesday September 6, 2016. The Class Notes belongs to PSY 3350 at Wayne State University taught by Joseph Fitzgerald in Fall 2016. Since its upload, it has received 19 views. For similar materials see The Study of Personality in Psychology at Wayne State University.

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Date Created: 09/06/16
Trait Theory/Cognitive Theory | 9-8-16 |Pg. 29-34 Self-reports > sets of questions that are related to certain characteristics  criticisms of self-reports – there are forms of bias  social desirability; willingness to disclose o people will say what they think you want to hear, not what they want to say themselves o self-selection – people will go to places based on what they like  if one wants to join a frat/sorority in college, they’ll attend a school that is heavily involved in such organizations STEPS TO THE TRAIT THEORY Description – must look for many traits; description depends on theory that’s being proven; cognitive approached is used Explanation – hypothesis driven research; 1 forming a hypothesis then forming an experiment to test the hypothesis. Example: The Marshmallow Effect: promising a child more marshmallows if they agree to not eat 1 marshmallow until they’re told; one child may be impulsive and eat the marshmallow right away, while another child may delay their desire to eat the marshmallow, finding away to take their mind off temptation  Impulsiveness = trait explanation  Delay = skills explanation Prediction – predicting how a group of people will act under specific circumstances; Example: testing if a group of people would cheat on a test if they were being watched vs. if they weren’t being watched. Control – control group vs. experimental group; prediction and control go hand in hand. The control group would be considered the group of people who are being monitored for cheating. PERSONALITY THEORY Personality is always developing constantly  There are levels to maturity; behavior is judged and regulated according to age Example: 3 year old and 8 years olds both have expected levels of maturity; you wouldn’t expect a 3 year to have the mannerisms as an 8 year old, and vice versa. System > different elements are integrated together | systems (personalities) are built to work! Goals and expectations > thoughts influence your behavior Spiritual orientation > finding a meaning beyond superficial description of life. WALTER MISCHEL’S THEORY >most cognitive theory of social learning theory >perception is important >thoughts proceed behavior >slight psychodynamic thought >personal constructs organize perception of the world; EMOTIONS INFLUENCE BEHAVIOR Mischel focused on decision making, evaluation and interpretation CAPS > cognitive-affective personality system  How you process the objective events in your life creates your unique experience of events; our behavior is the result of how we interpret and feel about our experiences. 1. encoding 2. expectancies 3. beliefs 4. effects 5. goals/value 6. self-regulatory competencies and plans


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