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| Kelly beleived that a person's present personality need not be tied to his or her _________. |
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| Kelly was a ____________. |
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| one who studies intact consious experience. |
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| Kelly was interested in how thought processes were used used while interacting with the _________. |
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| Kelly's theory can also be labeled as __________ because it emphasizes mental events. |
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| any theory that focuses on the study of mental events. |
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| any theory that focuses on the nature of, or the problems related to, human existence. |
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| emphasizes the present and the future instead of the past, and because it assumes that humans are free to choose their own destinies Kellys theory is also reffered to as __________. |
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| any theory that assumes that humans are basically good and rational and their behavior is purposeive. |
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| because all humans are attemting to clarify their lives by reducing uncertainty, and therefore the distinction between the scientist and the nonscientist is _________. |
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| idea or thought that a person uses when construing personal experiences |
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| ones active effort to interpret, explain, and give meaning to experiences. |
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| collection of constructs used by a person at any given time to construe the events in his or her life |
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| refers to a persons contruct system. Also refers to the collection of contructs that consitute his or her contrust system at any given moment. |
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| constructive alternativism |
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| term that reflects Kelly's beleif that there are numerous was of contructing ones experience and therefore one is free to choose from a number of construct systems. |
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| an individuals activities behavior and thoughts are guided in certain directions by the personal constructs used to predict the future. |
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| states that constructs are formed on the basis of the recurring themes in ones experiences. |
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| states that each person is unique in his or her manner of construing experiences |
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| states that constructs are arranged in a hiearchy from most general to most specific. |
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| constructs that are subsumed under a more general construct |
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| general construct that sussmes other constructs |
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| states that each construct has two poles, one of which describes what characteristics the events to which the construct is relevant have in common, the other of which describes events without those characteristics. For example, if one pole of a construct describes beautiful things, the other pole may describe things without beauty, or ugly things. |
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| the abrupt shifting from the use of one pole of a contruct to its opposite that is often precipitated by stress. |
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| states that people will choose a construct that will either further define or extend their construct system. |
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| choice of a construct in construing a situation that has already been successful in construing similar situations. Such a choise has the effect of further validating ones construct system. |
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| choice of a construct in construing a situation, that has never been tried. Such a choice has the potential effect of extending ones construct sustem so that it is capable of assimilating a greater range of experience. |
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| states that a construct is relevant to only a finite ranfe of events. |
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| events within the ranfe of convenience of a construct to which that construct is maximally significant. |
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| finite ranfe of events to which a particular construct is relevant |
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| states that mere passive experience is unimportant. it is the active construing of experiences that ultimately results in a more effecive construct system. |
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| states that a construct system is more likely to change if the constructs contained in it are permeable |
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| construct that easily assimilates new experiences. |
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| states that people can be considered similar not because of similar physical experiences but because they construe their experiences in a similar fashion |
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| states that as a construct system is being rested, revised, or extended, certain inconsistencies in behavior may result. |
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| states that to engage in constructive social interaction with another person, one must first understand how that person construes his or her experiences. Only then can one play a role in that persons life. |
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| for Kelly, a role is acting in accordance wih another persons expectations of how one will act. |
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| awareness of another persons expectations. in a sense, a role construct involves seeing the world through someone elses eyes. |
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| series of activities engaged in by a person confronted with a novel situation. |
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| that phase of the CPC cycle in which a person ponders several constructs that might be useful in construing a novel situation. |
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| that phase of the CPC in which people decide which csontructs to use to construe a novel situation |
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| that phase of the CPC cycle in which people choose a pole of the construct chosen in the preemptive phase of the cylce and act in accordance with that pole. |
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| three phase cycle in which innovative ideas are sought. Phase 1 involves loosening ones construct system to allow realignments of elements and constructs. phase 2 involves retightening ones construc system after an innovative idea has been found. Phase 3 involves testing the ide aand retaining it if it is found useful and discarding it if not. |
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| cognitively tested as one that mught be useful in construing a situation |
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| a synonym for life, and also Kelly thought that every human was already born with this. Other theorists beleived that you were not born with this. |
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| push theories of motivation |
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| those theories that emphasize terms such as drive, motive, and stimulus. |
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| pull theories of motivation |
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| those theories that emphasize purpose, value, or need. |
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| jackass theory of motivation |
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| claimed that motivation is inherit to human nature, therefore there is no need to postulate events that push or pull humans into any action |
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| feeling one has when one realizes that an experience lies ourside ones construct system. |
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| this is evidence of a failed construct system and therefore one requiring modification |
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| effort to expand ones construct system so it is capable of assimilating a greater range of experiences. |
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| feeling one has when one acts contrary to a role that one has assumed while interacting with a significant person or group in one's life. |
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| feeling one has when a relatively unimportant construct is about to be invalidated, thus requiring minor change in ones construct system |
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| attept to force the validation of a prediction that has already proved to be erroneous. |
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| roles we play while interacting with the important people and groups in our lives. |
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| those constructs on which we rely most heavily when constructing experience that is, those that have been most consistently validated. |
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| awareness that one or more important constructs will be invalidated, thus requiring a major change in ones cnostruct system. |
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| constructs with low cognitive awareness |
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| formulated early in ones life, before language was adequately developed. although such a construct can not be labeled verbally, it can still be used to construe ones experiences. |
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| situation in which one pole of a construct is used, but the other pole tends not to be. the unused pole is said to be unconscious. |
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| situation in which an experience has low cognitive awareness because it is incompatible whith ones current construct system. |
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| any change in ones construct system |
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| results when a construct or a construct system successfully anticipates an experience. |
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| this was regarded as a setting in which the client could learn to be a better scientist, that is, learn to develop a more effective construct system. |
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| role construct repertory test |
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| test developed by Kelly to identify the constructs clients use to construe the relevant people in their lives. |
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| existential humanistic paradigm |
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| what paradigm does george Kelly belong to? |
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| assumption that the information provided by clients about themselves can be trusted as accurate and valid. |
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| clinical technique that asks clients to act as if they were other people. |
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| Kelly sometimes had his clients write about themselves in the third person in order to learn what constructs they used to construe themselves and other people. |
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| cognitively complex person |
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| person with many well differentiated constructs in his or her construct system |
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