Transcript Slide 1
Mini Quiz • 1. Bandura's efficacy expectation is a belief about • a. what the person thinks they are capable of doing. • b. what the likely result of a behavior will be. • c. the worth of an outcome. • d. all of the above Mini Quiz • 2. The "Bobo doll" studies of aggression demonstrated that • a. changing efficacy expectations can facilitate behavioral change. • b. expectancies vary across situations. • c. children will imitate positive but not negative behaviors. • d. learning can occur vicariously through observation. Mini Quiz • 3. As a child, Robin was frequently surrounded by many people and came to see herself as a very sociable person. As an adult, Robin has chosen a career that requires her to interact with other people on a daily basis and, as a result, is becoming even more sociable than before. This process is called • • • • a. b. c. d. the approach-avoidance goal system. reciprocal determinism. vicarious learning. the expectancy value theory. Mini Quiz • 4. When someone is frequently exposed to a stimuli it is likely to _________ them which, in turns, makes it more likely they will interpret future situations in a similar manner. • a. reinforce • b. prime • c. cognitively confuse • d. punish Mini Quiz • 5. hmmmmmm…… Perceptual Processes Exposure to negative words External World Priming “negative network” “network” is activated See others as negative Perceptions of World Why are some people aggressive? • How they see the world! Comic Books • 249 students read either – 1) Violent comic books – 2) Nonviolent comic books Violent Comic Books Non-Violent Comic Books Scenarios • Pretend you’re walking outside and you’re wearing your new tennis shoes. You really like your new shoes and it’s the first day that you have worn them. Suddenly, you are bumped from behind by another kid. You stumble and fall into a puddle and your new shoes get muddy. Question • Why did the child / children do this? • Do you think the child / children were trying to be mean or not trying to be mean? • What would you do next? Scenarios • Imagine that you are at lunch one day and looking for a place to sit. You see some kids you know at a table across the room. The kids are laughing and talking to each other, and they look like they are having a good time. You walk over to their table. As soon as you sit down, the kids stop talking and no one says anything to you. Question • Why did the child / children do this? • Do you think the child / children were trying to be mean or not trying to be mean? • What would you do next? 17 15 13 11 9 7 5 Nonviolent Violent Perceptual Processes Exposure to aggressive stimuli External World Priming “aggressive network” “network” is activated See others as aggressive Perceptions of World Questionnaire Questionnaire • To score: • Each question multiply The “concern” answer The reverse of the “expect” answer 1=6 2=5 3=4 4=3 5=2 6=1 • Thus, high scores = you are concerned and don’t expect something to happen Rejection Sensitivity • Why are some people always jealous? • How they see the world! Rejection Sensitivity • For some people cues about rejection are more “accessible” than for others • They are “primed” for rejection cues – Face – Small disagreement – Accidents • Can be a self-fulfilling prophecy Perceptual Processes Exposure to jealous stimuli External World Priming “jealous network” “network” is activated See others as cheaters Perceptions of World Group Activity What do you do at McDonalds? What do you do on a first date? What do you do on the first day of class? • How do you know? • Schema – Organizes knowledge – “Script” • “Who are you?” • Self Schema – The cognitive structure that is made up of ideas about the self. Group Activity • Who are you? – Nice, extraverted, etc.? • Why do you think this? • Memories of past occasions? • What if you lost your memory? How would you perceive your personality? Case Study • W.J. • Female college student • Head injury caused her to lose all memories of her past behavior Case Study • When asked to report her personality – Agreed with • Friends reports • Parents reports • She could even describe how her personality had changed since the accident • Conclusion: Your self knowledge exists independently of your behavioral memories! Measuring Self-Schema • • • • • • • • • • • • • • • _____1. I regularly tells jokes and funny stories when in a group. _____2. People usually laugh when I tell a joke or story. _____3. I have a good memory for jokes or funny stories. _____4. I can be funny without having to rehearse a joke. _____5. Being funny is a natural communication style for me. _____6. I can tell a joke well. _____7. People always ask me to tell stories. _____8. Friends would say that I am a funny person. _____9. People pay close attention when I tell a joke. _____10. Even unfunny jokes seem entertaining when I tell them. _____11. I can easily remember jokes and stories. _____12. I always tell jokes and stories when asked to. _____13. I can tell stories and jokes very well. _____14. Of all the people I know, I am the funniest. _____15. I use humor to communicate in a variety of situations. Measuring Self-Schema • Humor Schema • High scores = schematic on this dimension • Low scores = aschematic on this dimension • Results • Schematic individuals – Tend to behave in a humor manor / tell jokes better – Judge others in terms of humor Self-Schema • Schematic individuals are “experts” on the dimension • Experts (in any area) tend to – Remember relevant information about domain – See world in terms of the domain – Can automatically respond to issues related to the domain