Term
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Definition
o Positive things: Can I believe it?
o Negative things: Must I believe it? |
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Term
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Definition
| We overestimate the commonality of our opinions and undesirable behaviors (politics, lies) |
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Definition
| We tend to underestimate the commonality of our abilities and desirable behaviors |
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Term
| conclusion to how we maintain overly positive views of ourselves |
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Definition
| Our failures are normal- our virtues are extraordinary |
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Term
| o Are positive illusions adaptive? |
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Definition
• Makes ppl feel good about self
• Important “vaccine” against depression and anxiety
• May inspire people to try things they otherwise wouldn’t |
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Term
| o Are self-serving biases maladaptive? |
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Definition
• May lead one to underestimate risks (e.g. divorce rates, sexually transmitted diseases)
• May inspire people to try things they otherwise wouldn’t
• May hinder conflict resolution |
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Term
| • Motives that influence knowledge of the self |
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Definition
| appraisal and consistency o Self-enhancement: |
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Term
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Definition
| to learn accurate info about the self |
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Term
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Definition
| to learn info about the self that corresponds w/what we already know |
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Term
consistency
makes-
cognitive- |
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Definition
• Makes the world more controllable
• Cognitive- affecting beliefs about the self |
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Term
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Definition
| To learn favorable info about the self, even if its not accurate |
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Definition
| affecting feelings about the self |
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Term
| o What happens when these motives compete? |
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Definition
| • Self enhancement usually wins, then consistency, accuracy last BUT that depends on your goals in the situation and the nature of the task. |
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Term
| When do you adopt a goal of appraisal over self enhancement |
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Definition
| • If the ability is changeable (or you perceive it to be changeable), |
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Term
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Definition
| • People who score in the low quartile of a test, suffer a dul burden (do bad on test, and can’t distinguish btw failure from success) |
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Term
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Definition
| A person’s answer to the question “Who am I” |
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Term
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Definition
| the aspects of who you are that are brought to mind in a particular situation (eg with friends vs at school) |
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Term
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Definition
| make sure to read. Feeling a person has about how good a person they are |
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Term
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Definition
| cognitive structures representing beliefs and feelings about the self that are specific to particular domains. (eg your schema for how outgoing you are). |
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Term
| the self-reference effect= |
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Definition
| events consistent with our self-schemas |
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Term
| events consistend w/self schemas are |
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Definition
• More thoroughly processed
• Integrated into the self
• Remembered more quickly than events less consistent with our self schemas |
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Term
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Definition
| the more that we have non-overla[[ing self schemas, the better |
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Term
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Definition
• People differ in their concern w/impression management
• Self monitoring: being attuned to the way presents oneself and adjusting behavior to create desired impressions |
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Term
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Definition
| the person you are right now |
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Term
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Definition
possible selves
o Ideal self- the self it is your goal to be
o Ought self- the self it is your duty to be
o Feared self- the self you fear becoming |
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Term
| • Self-discrepancy theory: |
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Definition
| peoples specific emotional reaction to a discrepancy depends which self-guide they do not meet |
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Term
| o Our view of ourselves includes how well our actual self matches |
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Definition
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Term
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Definition
| a mismatch btw our actual self and a self-guide |
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Term
o Discrepancies result in emotional reactions
actual/ideal=
actual/ought=
actual/fear |
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Definition
Actual and Ideal results in saddness
• Actual-ought = anxiety
• Actual fear= relief |
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Term
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Definition
| o Through self-presentation we attempt to present to other people who we are or who we want people to believe we are. |
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Term
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Definition
| presenting the self in a particular way to fit a goal or need |
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Term
| • We tend to believe we are the focus of attention |
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Definition
| • Spotlight effect- the belief that others are paying more attention to us than they really are |
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Term
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Definition
| the capacity to override and alter your responses. The process by which people attempt to constrain unwanted urges |
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Term
| • self Regulation requires: |
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Definition
o Goals or standards
o Monitoring
o Motivation
o Self- control |
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Term
| self control is similar to |
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Definition
| to a muscle: we don’t have an unlimited amount of self control =requires resources, leading to depletion |
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Term
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Definition
| refers to lacking resources necessary for executive tasks |
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Term
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Definition
if task is defined as fun/ mindset
What you believe/not set in stone |
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Term
| o Maintaining control is imporatnt (essential) for survival |
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Definition
| • Finding food, shelter, companions, etc |
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Term
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Definition
• Negative affect- depression, anxiety, stress, addiction, eating disorders
• Learned helplessness |
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Term
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Definition
• Longer lifespan (nursing home research)
• Greater chance of overcoming chronic disease
• Reduced need for pain medication |
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Term
| o Individual difference in control |
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Definition
| locus can be external or internal |
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Term
| internal locus of control |
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Definition
| belief that behavior is guided by personal decisions and efforts |
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Term
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Definition
o Tend to do better academically and get better jobs o May attempt to control things that they cannot (such as what others do)
• Can lead to feelings of loss of control and negative outcomes
• Success requires competence and proper situation to do well; without these a person may experience negative affect |
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Term
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Definition
| belief that behavior is guided by fate, luck, or other external circumstances |
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Term
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Definition
| intelligence is a fixed trait |
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Term
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Definition
| intelligence is a malleable quality; a potential that can be developed |
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Term
| • Incrementals adopt -- goals: |
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Definition
| learning goals- Its much more important for me to learn things in classes than get the best grades |
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Term
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Definition
performance goals:
• The main thing I want when I do my school work is to show how good I am at it. |
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Term
| incrementalists vs entities goals create how |
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Definition
| react to failure: stratedgies for coping with failure |
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Term
| incrementals react to failure by adopting |
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Definition
mastery oriented:
• I would work harder in this class from now on, I will spend more time studying |
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Term
| entities react to failure by adopting |
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Definition
helpless:
• I would spend less time on this subject from now on; I wont take this subject ever agin; I will cheat next test |
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Term
| • Experiments with changing people viewpoints. |
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Definition
The kids that learned that they could become smarter increases motivation
• Research shows that you teach 6th graders this belief that intelligence is fixed |
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Term
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Definition
| more predictable (know what to expect) |
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Term
| • Schemas contain two kinds of knowledge |
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Definition
| Attributes and relations among attributes |
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Term
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Definition
o birds: wings, eat worms, fly
o women: nurturing, emtiontional, take care of child |
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Term
| relations among attributes |
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Definition
o birds can fly bc they have wings
o taking care of child makes woman nurturing |
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Term
| • Schemas are useful for two reasons: |
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Definition
• They tell us what to expect and attend to (what is normal)
• They guide memory by filling in gaps (what probably happened) |
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Term
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Definition
| memory, judgment, perception, behavior |
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Term
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Definition
| • The tendency to noticce and search for information that confirms one’s beliefs and to ignore information that disconfirms one’s beliefs |
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Term
| confirmation bias motivated? |
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Definition
| no it is just normal cognitive functioning braing working on own |
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Term
| o Tendency to search for information to confirm beliefs |
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Definition
| • Hypothesis testing: ask the other person questions to be able to answer the following questions |
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Term
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Definition
• The Wason selection task is MUCH easier when framed in terms of a social contract
• The mind has evolved to understand social environments and social rules
• Basic rules about how to function |
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Term
| motivated confirmation bias |
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Definition
o Confirmatory info is sought bc ppl want to maintain a certain belief
• For instance, supporters and opponents of the death penalty were found to interpret the same evidence in opposite ways. |
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Term
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Definition
o Blink book about snap judgements- power of thinking without thinking. Only good judgements with experience
o Facial expression coding system- teaching people to learn to read facial expressions.
o Snap judgements can be deadly used by police who shoot ppl that 41 shots in 7sec. Snap judgment- young black male in bronx late at night. |
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Term
| • The information available for social cognition |
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Definition
| first and second hand info |
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Term
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Definition
| based on personal experience/observation |
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Term
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Definition
| • Info that comes from other sources, like gossip, news accounts, books, magazines, and internet |
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Term
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Definition
| o Sometimes we have very little information but make judgements anyway- as when people make personality judgments based on physical appearance. |
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Term
| • Personal experiences may be unrepresentative |
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Definition
| o For instance, making judgments about what a country is like from having visited only a few people and places |
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Term
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Definition
| o Misperception of a group norm when people act at odds with their true preferences bc they fear social consequences |
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Term
| • You start noticing a dripping noise in class from a bucket in class. You notice it and start to get concerned, but you don’t want to be the person to interrupt lecture. When every person in the room feels it but looking around no one else looks concerned but they’re thinking the same thing. Everyone is playing it cool. |
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Definition
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