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Unit 4

by: Keatyn Chambers

Unit 4 PSY 2403 003

Keatyn Chambers
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Week 1 notes
Introduction to Personality
Dr. Cox - Fuenzalida
Class Notes




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This 3 page Class Notes was uploaded by Keatyn Chambers on Sunday April 3, 2016. The Class Notes belongs to PSY 2403 003 at University of Oklahoma taught by Dr. Cox - Fuenzalida in Fall 2015. Since its upload, it has received 11 views. For similar materials see Introduction to Personality in Psychlogy at University of Oklahoma.

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Date Created: 04/03/16
PSY Unit 4 03/29/2016 ▯ Bandura and Walter Mischel- Social cognitive learning theory  Background info o Thinking and regulating behavior o Interaction with others o Take home message: To learn, you don’t have to be directly inforced/punished o Consequences can happen to someone else and you learn from that o Importance of model on people being tested: light exp. o Disinhibitation, society’s models, chair of models-not in book  Reciporical determinism o P,E,B triangle…environment influence person, person influence behavior, etc.  Bandura television study o You learn what you observe, all children who watchlearn it o Impact on kids  Characteristics on models (besides book) o If the model looks like us…highschool, if someone dresses like you, more likely to engage in their behavior o Age and sex, by the age of 2 theres enough attention they can delay imitation. More likely to imitate sex same, boysphyscial aggression o Status..ex: more likely to follow a jay walker if dressed in a suit o Behavior displayed o Size and weight of model..younger kids less likely to imitate older kids if older are over weight  Characteristics of observers (on d2l) o Age: infant immediate, by 2 delay immiating behavior o Self confidence and self esteem: lowermore likely to copy even if its agasint what they believe o If you have been previously reinforced for immitaing behaviormore likely to imitate other behavior “good job you did it just like your sister” o Kids in punishment group where more likely to inhibit than to follow ▯ 3/31  Observational learning o -Process governing observational learning  Attentional..colors, sound, etc. which would make you attend to a model  Retentional (delayed) have to be able to retain it, if not you wont be able to preform it later  Motor reproduction (behavioral production) you cant learn it if you arnt able to actually preform it  Motivational (reinforcement-behavior outcome expectancies) if reinforced  more motivated o Vicarious reinforcement/punishment  Bobo doll  Structure-self system o Cognitive structure  Reference mechanism o Cognitive social person variables  Encoding, subjective values, expectancies  Behavior-outcome  stimulus-outcome (yellow light example…yellow light: slow down/yellow light:speed up)  self-efficiency: actually ability to do something (vs. perceived self-efficacy: what you think…ex: very high perceived self efficacy think you can do everything….truth self efficacy: cant do anything, low ability) when not matched can lead to unhealthy behavior  self regulatory systems and plans (intrinsic and extrinsic)  importance of subjective perceptions  not exactly what happens but what that person takes from it  competencies-OL  observational learning  skills learned different from ability  Motivation o Representation of future outcomes o Importance of goal setting o Immediate feedback  The best: set your own goals based on your own performance  Self-regulated behavior and moral conduct o Performance standards o Modeling influence  Best-modified by own accomplishments/failures o Moral conduct-self-exonerating mechanisms (self forgiving)  Explains inconsistency in behavior  Development of psychopathology o Depression, phobias, aggressive behaviors o Dysfunctional expectancies o Boyfriend doesn’t want to be with you anymore..nobody want to be with me, i suck…dysfunctional expectancy  You have to think differently, have a different expectancy and you can modify this  After tornado: crying/crazy/mess…or “well my family and i are okay and that’s all that matters”..have different expectancies o What we have to do: modify the dysfunctional expectancies o panic attack…let it happen, without meds/etc. they realize their going to be okay….next time they have a panic attack they know they wont die, might change expectancy  Psychotherapy o Goal-self regulation-self efficacy  *Simple modeling: just observing….spider phobia, makes you observe handling a spider without it doing anything  **participant modelin: they do it first, nothing happens then you do it too (more effective)  control  symbolic modeling: picture/video  live modeling: do it (most effective)  systematic desensitization: systematically desensitize the person..good clinician does it conversation with the person  control ▯ ▯


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