Social Cognitive approaches to Social Cognitive approaches to personalitypersonality

Themes and assumptions:Themes and assumptions:1.1. People are active agentsPeople are active agents2.2. Combines behavioral and humanistic Combines behavioral and humanistic

approachesapproaches3.3. Emphasizes cognitive processesEmphasizes cognitive processes4.4. Emphasizes social processesEmphasizes social processes5.5. Behavior is situation specificBehavior is situation specific6.6. Reciprocal determinismReciprocal determinism

Mutual effects of person and environmentMutual effects of person and environment

Julian Rotter’s locus of controlJulian Rotter’s locus of control Behavior depends on Behavior depends on

1.1. Outcome expectancyOutcome expectancy– Expectancies = implicit judgements about Expectancies = implicit judgements about

our behaviorour behavior

2.2. Reinforcement valueReinforcement value

**reinforcement value depends on our **reinforcement value depends on our psychological needspsychological needs

Rotter’s psychological needsRotter’s psychological needs

1.1. Recognition/statusRecognition/status2.2. DominanceDominance3.3. IndependenceIndependence4.4. Protection/dependencyProtection/dependency5.5. Love and affectionLove and affection6.6. Physical comfortPhysical comfort

RotterRotter Generalized expectanciesGeneralized expectancies Specific expectanciesSpecific expectancies

http://www.ballarat.edu.au/ard/bssh/http://www.ballarat.edu.au/ard/bssh/psych/rot.htmpsych/rot.htm

Locus of controlLocus of control– Internal locus of controlInternal locus of control– External locus of controlExternal locus of control

ScoringScoringScore one point for each Score one point for each

of the following:of the following: 2.a, 3.b, 4.b, 5.b, 6.a, 7.a, 9.a, 2.a, 3.b, 4.b, 5.b, 6.a, 7.a, 9.a, 10.b, 11.b, 12.b, 13.b, 15.b, 10.b, 11.b, 12.b, 13.b, 15.b, 16.a, 17.a, 18.a, 20.a, 21.a, 16.a, 17.a, 18.a, 20.a, 21.a, 22.b, 23.a, 25.a, 26.b, 28.b, 22.b, 23.a, 25.a, 26.b, 28.b, 29.a. 29.a.

A high score = External Locus of Control A high score = External Locus of Control A low score = Internal Locus of Control A low score = Internal Locus of Control

Henry Stack SullivanHenry Stack Sullivan Emphasized the social selfEmphasized the social self

Personality changes as a function of our Personality changes as a function of our relationships with other peoplerelationships with other people

Illusion of individualityIllusion of individuality = there is not = there is not single, fixed personalitysingle, fixed personality– personality is combo. of individual inclinations personality is combo. of individual inclinations

and social situationand social situation

““chums”chums”

Interpersonal CircumplexInterpersonal CircumplexAxes:Axes:1.1. ControlControl2.2. AffiliationAffiliation

Closer types are Closer types are more related than more related than those further awaythose further away

ComlimentarityComlimentarity correspondence correspondence

along affiliation axisalong affiliation axis Reciprocity along Reciprocity along

dominance axisdominance axis

Mischel’s critiqueMischel’s critique Traits do not predict behaviorTraits do not predict behavior

Used correlation coefficient Used correlation coefficient rr

Several problems with his analysis:Several problems with his analysis:1.1. Don’t expect traits to be perfect predictors of Don’t expect traits to be perfect predictors of

behaviorbehavior2.2. Assumption that r = .3 or .4 is not meaningfulAssumption that r = .3 or .4 is not meaningful3.3. Mischel was wrongMischel was wrong

Mischel’s modified attemptMischel’s modified attempt Shoda, Mischel, & Wright (1994)Shoda, Mischel, & Wright (1994)

observations of children at campobservations of children at camp

Found considerable differences in Found considerable differences in behaviors across situationsbehaviors across situations

behavioral signaturesbehavioral signatures

StructureStructure1.1. expectancies (beliefs)expectancies (beliefs)2.2. self-systemself-system

efficacy expectancyefficacy expectancy = self-efficacy = self-efficacy– effort and persistenceeffort and persistence– moodmood– CopingCoping

What leads to self-efficacy?What leads to self-efficacy?1.1. Persuasion and verbal supportPersuasion and verbal support2.2. Vicarious reinforcement – watching models perform successfullyVicarious reinforcement – watching models perform successfully3.3. Personal successPersonal success4.4. Physiological cues (how your body is feeling)Physiological cues (how your body is feeling)

Note: self-efficacy is usually task specificNote: self-efficacy is usually task specific

Structure continuedStructure continued

3.3. GoalsGoals - desired future events that - desired future events that motivate the personmotivate the person

4.4. Competencies/skillsCompetencies/skills

ProcessProcess anticipated consequencesanticipated consequences

internal standardsinternal standards

self-reinforcementself-reinforcement

Growth & DevelopmentGrowth & Development Observational learningObservational learning

AKA: vicarious learningAKA: vicarious learningmodelingmodeling

4 factors that impact observational learning:4 factors that impact observational learning:

1.1. attention for encodingattention for encoding2.2. retentionretention3.3. production production 4.4. performanceperformance

Famous Observational Learning Famous Observational Learning StudiesStudies

Bobo Doll Study (Bandura, 1965; 1977)Bobo Doll Study (Bandura, 1965; 1977)1.1. Group1 = aggression rewardedGroup1 = aggression rewarded2.2. Group2 = aggression punishedGroup2 = aggression punished3.3. Group3 = aggression no consequencesGroup3 = aggression no consequences

**acquisition vs. performance difference**acquisition vs. performance difference

Learning delay of gratification:Learning delay of gratification:Bandura & Mischel, 1965; 1986Bandura & Mischel, 1965; 1986

In-class AssignmentIn-class Assignment

Given the evidence concerning Given the evidence concerning observational learning, what would one observational learning, what would one expect to be the effects of watching expect to be the effects of watching television on children? On adults? Which television on children? On adults? Which characteristics of television might be characteristics of television might be important? Why? Is it likely that altruistic important? Why? Is it likely that altruistic behavior would be modeled as readily as behavior would be modeled as readily as aggressive behavior? Why or why not?aggressive behavior? Why or why not?

Modeling of aggressionModeling of aggression

1.1. observational learningobservational learning2.2. promotes belief that aggression is promotes belief that aggression is

appropriate appropriate 3.3. desensitizes observersdesensitizes observers

E.g. StudyE.g. Study

Positive modeling examplesPositive modeling examples

Psychopathology & Behavior Psychopathology & Behavior ChangeChange

Role of dysfunctional expectanciesRole of dysfunctional expectancies

– Anxiety and self-efficacyAnxiety and self-efficacy– Depression and self-efficacyDepression and self-efficacy

Therapy/Change:Therapy/Change:– Modeling and Guided MasteryModeling and Guided Mastery