Deck 13: Social-Cognitive Theory: Applications, Related Theoretical Conceptions, and Contemporary Research

Question 1

A ______ method is one that measures the duration required for someone to give a response.

A) projective
B) peer report
C) reaction-time
D) all of the above

Answer 1

C

Question 2

Once we have developed self-schemas there is a

A) self-confirming bias.
B) self-effacing bias.
C) masochistic bias.
D) narcissistic bias.

Answer 2

A

Question 3

Once having developed a self-schema as a failure, the person might

A) strive to succeed.
B) strive to fail.
C) deny failure.
D) envy success in others.

Answer 3

B

Question 4

In Markus' self-schema measure, a person is said to be schematic with regard to a personality attribute if they

A) give a very high or low rating on the attribute.
B) say that the attribute to important to them.
B)
C) a and
D) none of the above.

Question 5

According to Markus, self-schemas

A) determine how we evaluate others.
B) make the accessing of self-relevant information difficult.
C) facilitate attention to what is not self-relevant.
D) influence what we can recall.

Question 6

Of particular importance in the development of self-schemas are

A) vicarious experiences.
B) habitual patterns of behavior.
C) emotionally significant experiences.
D) all of the above.

Question 7

__________ are knowledge structures that guide and organize information processing

A) schemas
B) performance goals
C) learning goals
D) self-efficacy perceptions

Question 8

Cognitive structures concerning the self are known as

A) self-schemas.
B) ego structure.
C) both (a) and (b).
D) neither (a) nor (b).

Question 9

Markus analyzed self-concept in terms of

A) personal goals
B) self-efficacy perceptions
C) standards
D) self-schemas

Question 10

People tend to make judgments _____________ when the judgment is related to a personality attribute for which they are schematic.

A) more quickly
B) very slowly
C) defensively
D) anxiously

Question 11

Markus, in her research on self-schemas, relied upon ___________ methods.

A) projective
B) peer report
C) five-factor
D) reaction-time

Question 12

The social cognitive theory view of "the self" is best summarized by which of the following statements?

A) People have multifaceted self-conceptions (self-schemas), and different self-conceptions come to mind in different situation.
B) The "self" is an unconscious personality structure that controls behavior, often without people's conscious awareness.
C) One should study behavior without referring to any "self" processes; instead, one should only examine how the environment determines behavior.
D) The self is an inherited, genetically-determined aspect of the person.

Question 13

The contemporary ideas of schemas is found in the philosophical writings of the German philosopher

A) Kant.
B) Hume.
C) Voltaire.
D) Sartre.

Question 14

The working self-concept refers to

A) information about one's current job or profession.
B) expectations about a future current job or profession.
C) information in working memory.
D) information not in working memory.

Question 15

Self schemas are

A) derived from past experience.
B) guides for the processing of information.
C) generalizations concerning the self.
D) all of the above.

Question 16

Schemas tend to change

A) very quickly.
B) very slowly, if at all.
C) never.
D) whenever people become aware of them.

Question 17

Mental structures that allow us quickly to interpret complex stimuli are called

A) standards.
B) goals.
C) schemas.
D) expectancies.

Question 18

The study of self-concept has been of much research interest

A) throughout all era's of the history of personality psychology.
B) in the recent era of the history of personality psychology.
C) during the behaviorist era of the history of personality psychology.
D) never during the the history of personality psychology.

Question 19

Research on gender differences and self-schemas suggests that

A) self-schemas are inherited.
B) self-schemas are the product of evolutionary forces.
C) self-schemas are determined by early life experiences.
D) self-schemas are influenced by social norms about gender.

Question 20

People generally possess ___________ self-schema.

A) one
B) three
C) no (i.e., none)
D) many

Question 21

Dweck's research on learning and performance goals is relevant to the phenomenon of

A) repression.
B) genetic influences.
C) text anxiety.
D) schizophrenia.

Question 22

The brain imaging research of D'Argembeau et al. (2009) reveals that two areas of the brain are more active when thinking about goals, relative to when thinking non-goal-related thoughs: the medial prefrontal cortex (MPFC) and the posterior cingulate cortex (PCC). The relevance of the PCC is that it is an area of the brain that is associated with:

A) autobiographical memory
B) thinking about an event's relevance to the self
C) other-biographical memory
D) thinking about an event's relevance to others

Question 23

Self-verification and self-enhancement are

A) beliefs.
B) motives.
C) social structures.
D) cultural variations.

Question 24

According to Dweck, the goals people adopt of influenced by

A) genetic.
B) evolutionary forces.
C) delay of gratification abilities.
D) implicit theories.

Question 25

A self-guide involving duties or obligations in the

A) efficacious self.
B) ought self.
C) ideal self.
D) learning goal self.

Question 26

Dweck's research on learning and performance goals employed a _____ research procedure.

A) think-aloud
B) case study
C) reaction time
D) all of the above

Question 27

Research by Swann indicates that _________ strongly prefer positive feedback about the self.

A) all people
B) depressed people
C) people with positive self-views
D) people with negative self-views

Question 28

Self-guides are similar to Freud's

A) id.
B) ego.
C) superego.
D) defense mechanisms.

Question 29

Self-guides are similar to Bandura's

A) self-efficacy beliefs.
B) cognitive competencies.
C) standards.
D) all of the above.

Question 30

In Dweck's research, beliefs that we cannot state in words are called

A) implicit theories.
B) submerged theories.
C) explicit theories.
D) repressed theories.

Question 31

A ______________ is a difference between the actual self and a self-guide

A) self-verification
B) self-discrepancy
C) self-enhancement
D) self

Question 32

Which reflects Higgins' theory of self-guides?

A) actual-ought discrepancy->depression
B) actual-ought discrepancy->anxiety
C) actual-ideal discrepancy->anxiety
D) all of the above

Question 33

Higgins' general principles approach provides an integrated account of

A) Mischel and Bandura's work.
B) genetic and environmental influences.
C) evolutionary and cultural influences.
D) personal and situational influences.

Question 34

___________ goals involve showing to others how much ability you have.

A) learning
B) performance
C) schematic
D) non-schematic

Question 35

According to research, people who have _____________beliefs concerning emotion should be better at regulating emotions than those with ___________beliefs, because they tend to be more likely to experience social support.

A) entity; incremental
B) self-efficacy; incremental
C) incremental; entity
D) self-efficacy; entity

Question 36

Work by the psychologist Tory Higgins on self-concept, self-discrepancies, and emotion indicates that people tend to feel ______ when they experience a discrepancy between the _______________.

A) anxious; actual and ought self
B) depressed; actual and ought self
C) anxious; actual and ideal self
D) depressed; ideal and ought self

Question 37

The brain imaging research of D'Argembeau et al. (2009) reveals that two areas of the brain are more active when thinking about goals, relative to when thinking non-goal-related thoughs: the medial prefrontal cortex (MPFC) and the posterior cingulate cortex (PCC). The relevance of the MPFC is that it is an area of the brain that is associated with:

A) autobiographical memory
B) thinking about an event's relevance to the self
C) other-biographical memory
D) thinking about an event's relevance to others

Question 38

Dweck's research on goals and behavior reveals that, when faced with a difficult task, children who have doubts about their abilities and adopt _________ goals are likely to experience negative emotions, negative thoughts about themselves, and to fail, whereas those who adopt ________ goals will be relatively more successful.
E) proximal goals; distal goals
F) distal goals; proximal goals
G) learning goals; performance goals h) performance goals; learning goals

Question 39

Self-guides are thought to result from

A) early social learning experiences.
B) maturational processes in middle adulthood.
C) biological mechanisms involving the amygdala.
D) genetic influences that are stable across the life course.

Question 40

In Higgins' research, personal standards relevant to one's own performance are called

A) motives.
B) traits.
C) self-guides.
D) self-efficacy.

Question 41

If a person had a view of the self as intelligent and a view of intelligence as fixed, but did poorly on an exam, one would expect them to

A) try harder on the next exam.
B) give up.
C) no prediction can be made.
D) It would depend on how they did on the previous exam.

Question 42

Which of the following is not a shared assumption among cognitive therapies?

A) Pathology is viewed in terms of disturbed, maladaptive cognitions.
B) The emphasis tends to be on specific cognitions.
C) The therapeutic approach tends to be structured and active.
D) All of the above are shared.

Question 43

According to the cognitive view, putting oneself down continuously represents

A) masochism.
B) the result of a diseased mind.
C) an effort to manipulate sympathy from others.
D) a maladaptive strategy.

Question 44

According to Markus, having relevant self-schemata

A) makes the judgment of relevant adjectives more difficult.
B) leads one to be more narcissistic.
C) means that one will resist certain types of information.
D) means that one can judge the relevance of all adjectives rapidly.

Question 45

Rational Emotive Therapy, Cognitive Restructuring, and Beck's therapy for depression are examples of

A) client-centered therapies.
B) neo-Rogerian therapies.
C) cognitive behavior therapies.
D) none of the above.

Question 46

According to Markus, self-schemas

A) determine how we evaluate others.
B) make the accessing of self-relevant information difficult.
C) facilitate attention to what is not self-relevant.
D) influence what we can recall.

Question 47

In Stress Innoculation Training, the person

A) is taught to become aware of thoughts of which they may not have been aware.
B) is taught how to relax
C) is taught coping self-statements.
D) all of the above.

Question 48

According to evidence from the ways of coping scale,

A) the use of specific coping methods is strongly influenced by the situation.
B) specific coping methods are unrelated to health.
C) both (a) and (b).
D) neither (a) nor (b).

Question 49

Research by Bandura and his colleagues that investigated the effectiveness of various therapy techniques for treating snake phobias found that the most powerful treatment for these phobias is

A) psychoanalytic (Freudian) therapy
B) systematic desensitization
C) operant conditioning (a token economy program).
D) live modeling with participation (participant modeling).

Question 50

Cognitive therapy attempts to change

A) unrealistic cognitions.
B) maladaptive cognitions.
C) both (a) and (b).
D) neither (a) nor (b).

Question 51

According to Lazarus, the concept of stress

A) involves cognitions concerning the self.
B) involves cognitions concerning potential harms.
C) both (a) and (b).
D) neither (a) nor (b).

Question 52

Evaluation of what is at stake occurs in

A) primary appraisal.
B) secondary appraisal.
C) primary process.
D) secondary process.

Question 53

Meichenbaum's approach has much in common with that of

A) Kelly.
B) Freud.
C) Rogers.
D) Eysenck.

Question 54

Lazarus' concept of secondary appraisal is similar to

A) Freud's superego.
B) Bandura's self-efficacy concept.
C) Rogers' self-actualization motive.
D) Beck's cognitive triad.

Question 55

Various attributions may have different motivational consequences. Attributing course performance to fixed intelligence would lead one to

A) feel less motivated after poor performance.
B) feel more motivated after poor performance.
C) be in conflict about future performance expectations.
D) Such an attribution would not affect subsequent motivation.

Question 56

Which of the following is a coping mechanism described by Lazarus?

A) problem-focused coping.
B) emotion-focused coping.
C) both (a) and (b).
D) neither (a) nor (b).

Question 57

Dweck's research on goals and behavior reveals that, when faced with a difficult task, children who have doubts about their abilities and adopt _________ goals are likely to experience negative emotions, negative thoughts about themselves, and to fail, whereas those who adopt ________ goals will be relatively more successful.

A) proximal goals; distal goals
B) distal goals; proximal goals
C) learning goals; performance goals
D) performance goals; learning goals

Question 58

In Stress Innoculation Training, relapse is prevented by

A) follow-up, booster sessions.
B) difficulties being interpreted as errors rather than failures.
C) imagery rehearsal and behavioral rehearsal.
D) all of the above.

Question 59

Stress occurs when

A) circumstances exceed available resources.
B) the person views circumstances as taxing.
C) well-being is endangered.
D) all of the above.

Question 60

RET stands for Ellis'

A) reticent patient.
B) rational emotive therapy.
C) right expectations therapy.
D) rational, elegant thinking.

Question 61

People can put into words all the information in their schemas.

Question 62

Possible selves are thought of as schemas.

Question 63

A limitation of social cognitive theory is that is

A) relatively neglects some important areas.
B) is not grounded in research.
C) has failed to foster therapeutic applications.
D) has given no attention to issues of development.

Question 64

Self-schemas can be measured using reaction-time methods.

Question 65

According to Higgins, anxiety is due to a discrepancy between the perception of self and the ideal self.

Question 66

Bandura's research on phobias employed _______ measures of phobic behavior

A) self-report
B) peer report
C) behavioral
D) none

Question 67

Although it seems strange, sometimes we want something negative to happen.

Question 68

Bandura's research on treatments for phobia reveals that the psychological mechanism mediating treatment effects is

A) self-efficacy.
B) goals.
C) standards.
D) implicit beliefs.

Question 69

Bandura's approach to therapy emphasizes

A) mastery experiences.
B) conditioning processes.
C) rational discussion.
D) cognitive restructuring.

Question 70

Lazarus's view of stress involves a two-stage appraisal process.

Question 71

Locus of causality relates to whether the person perceives events as being caused from within or without.

Question 72

According to research findings and anecdotal evidence by Flett, Hewitt and colleagues, an adaptive lifestyle may be one that mixes _____ standards of achievement with the capacity to accept aspects of ourselves that are _____ perfect.

A) low; not
B) high; not
C) low; overly
D) high; overly

Question 73

People categorize situations to make information manageable.

Question 74

According to Beck's model of depression

A) some people are losers.
B) the cognitive triad causes depression.
C) the cognitive triad results from depressions.
D) cognitions and depressions reciprocally determine one another.

Question 75

RET was developed by

A) Meichenbaum.
B) Ellis.
C) Kelly.
D) Lazarus.

Question 76

The best way of increasing self-efficacy is by

A) talking to a therapist.
B) convincing oneself.
C) thinking of past successes.
D) mastery experiences.

Question 77

Males and females basically have identical self-schema.

Question 78

The cognitive triad involves views concerning

A) self, world, and future.
B) communists, criminals, and conglomerates.
C) development, pathology, and change.
D) I should, I ought, and I must.

Question 79

Beck's cognitive therapy for depression

A) makes use of catharsis.
B) makes use of behavioral assignments.
C) makes use of transference.
D) emphasizes unconscious cognitions.

Question 80

Shoda and colleagues (2013) have translated the cognitive-affective personality system (CAPS) model to obtain stress vulnerability signatures of individuals. In this approach, they:

A) focus on within-person variations in stress
B) ask people to describe general stress ratings
C) use imaging techniques to assess brain activity during stress
D) focus on between-person variations in stress.