Cognitive, Social Learning and CAPS Cognitive, Social Learning and CAPS

George Kelly Personal Constructs Personal Constructs Constructive Alternativism Constructive Alternativism Convenience Convenience Heirarchy of constructs Heirarchy of constructs

Rotter The “psychological situation” The “psychological situation” Behavior Potential BP= f( E + RV ) Behavior Potential BP= f( E + RV ) Expectancies Expectancies Reinforcement Value Reinforcement Value Locus of Control Locus of Control

Bandura Observational learning Observational learning Self-regulation Self-regulation Self-efficacy Self-efficacy Reciprocal interactionism Reciprocal interactionism

Self-regulation Reinforcement has no direct effects (cognitively mediated or even vicarious) Self-reinforcement is as important as external (internalized standards and processes of reward and punishment) ***Self-regulation overcomes stimulus control

Self-efficacy 2 types of expectancies 2 types of expectancies Outcome expectancy Self-efficacy SE determines: SE determines: behavior to be performed amount of effort expended persistence in the face of adversity, etc.

Reciprocal interactionism or Reciprocal Determinism selecting environments selecting environments creating environments creating environments transforming environments transforming environments

Mischel and CAPS theory basic principles, concepts, assumptions: basic principles, concepts, assumptions: focus on P X S interaction focus on P X S interaction include and integrate include and integrate Cognitive, Emotional, Motivational, Biological & Environmental factors

Mischel and CAPS theory CAUs ( person variables) CAUs ( person variables) 1. Encodings (cognitive constructions) 2. Expectancies ( “if-then” behavior-outcome, self-efficacy) 3. Affects 4. Goals and Values 5. Competencies and Self-regulation

Mischel cont. Personality coherence Personality coherence individual differences in the “chronic accessibility” of CAUs ***consistency of variability across situations

Shoda, Mischel & Wright Summer camp study Summer camp study When “psychological situation” varied, aggressive behavior varied in predictable ways in similar situations. e.g., when teased by peers, when approached by adults, etc. situation-behavior “signatures” situation-behavior “signatures”

Mischel cont. Relative impact of person variables and situation variables (when does which take precedent?) Relative impact of person variables and situation variables (when does which take precedent?) greater ambiguity and “response freedom” greater ambiguity and “response freedom” greater influence of person variables (indiv. diff.)

The self I & me I & me Self-schemas (Markus, etc.) Self-schemas (Markus, etc.) readily accessible schema readily accessible schema Multiple selves: (Markus, Higgins, etc.) Multiple selves: (Markus, Higgins, etc.) Self-discrepancies (Higgins: Actual, Ideal, Ought) Self-discrepancies (Higgins: Actual, Ideal, Ought)

Causal Attributions Learned Helplessness Learned Helplessness Pessimism and Optimism Pessimism and Optimism Optimists are healthier, happier, and live longer