Term
| how is kelly's theory categorized? |
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Definition
since he had no prior training he had to "play it by ear."
his theory started out as a phenomenologist theory, then cognitive, then existential, then finally humanistic. |
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Term
| constructive alternativism |
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Definition
| there are numerous ways of construing one's experience and therefore one is free to choose from a number of construct systems |
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Term
| how is constructive alternativism related to vaihinger and adler? |
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Definition
| they both stress the importance of propositional thinking; experimenting with ideas to see where they lead. Also that the interpretation of events is more important than the events themselves. |
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Term
| what are the 11 corollaries? |
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Definition
| an embellishment of his basic postulate |
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Term
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Definition
a person anticipates events by construing their replications
EG: a friendly person will tend to remain friends; day follows night; it tends to be cold in winter; and the fridge will probably be in the kitchen tomorrow. |
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Term
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Definition
persons differ from each other in their construction of events
EG: Reality is what we perceive it to be; I am an introvert |
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Term
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Definition
each person characteristically evolves, for his convenience in anticipating events, a construction system embracing ordinal relationships between constructs
EG: without the hierarchical arrangement of constructs, one would experience contradictions and would make inaccurate predictions of events. Because this is undesirable, a person organizes constructs in a way that reduces contradictions and increases predictive efficiency |
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Term
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Definition
a person's construction system is composed of a finite number of dichotomous constructs
EG: males and females are similar in that they're both humans. This implies that some organisms are not humans, for example, apes. if there are good people, there are bad people. |
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Term
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Definition
a person chooses for himself that alternative in a dichotomized construct through which he anticipates the greater possibility for extension and definition of his system
EG: Here the person is either safe or at risk
emphasis on extension may result in too much uncertainty and confusion; middle ground is the best |
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Term
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Definition
a construct is convenient for the anticipation of a finite range of events only
EG: if one is menaced by a stray dog, the construct of danger-safe may be a useful one to employ in constructing the situation. |
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Term
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Definition
a person's construction system varies as he successively construes the replications of events
EG: experience alone is unimportant, the act of construing of experience is; a teacher repeated one year of experience repeated 13 times |
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Term
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Definition
the variation in a person's construction system is limited by the permeability of the constructs within whose range of convenience the variants lie
EG: a person's construct nice people-awful people might be defined in terms of certain individuals, nice people consisting of a circle of close friends and awful people consisting of everyone else. |
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Term
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Definition
a person may successively employ a variety of construction subsystems which are inferentially incompatible with each other
EG: the interaction with one's boss on the job and in a local bar may be totally different |
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Term
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Definition
to the extent that one person employs a construction of experience which is similar to that employed by another, his psychological processes are similar to the other person
EG: two similar construct systems can result from distinctly different sets of physical experiences |
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Term
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Definition
to the extend that one person construes the construction process of another, he may play a role in a social process involving the other person
EG: if a man wants to play the role of husband and wife, he must first understand her expectations for the construct husband and then act accordingly |
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Term
| what is Kelly's model of the human being? |
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Definition
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Term
| what are kelly's interpretations of traditional psychological constructs? |
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Definition
| motivation, anxiety, hostility, aggression, guilt, threat, fear, unconscious, learning, and reinforcement |
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Term
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Definition
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Term
| pull theories of motivation |
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Definition
| those theories that emphasize terms such as purpose, value, or need (carrot theories) |
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Term
| push theories of motivation |
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Definition
| those theories that emphasize terms such as drive, motive, and stimulus (pitch-fork theories) |
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Term
| jackass theory of motivation |
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Definition
| motivation is inherent to human nature. Thus, there is no need to postulate events that push or pull humans into action |
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Term
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Definition
| the recognition that the events with which one is confronted lie outside the range of convenience of one's construct system |
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Term
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Definition
| continued effort to extort validational evidence in favor of a type of social prediction which has already proven itself a failure |
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Term
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Definition
| the active elaboration of one's perceptual field |
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Definition
| perception of one's apparent dislodgment from his core role structure |
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Definition
| awareness of imminent comprehensive change in one's core structures |
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Term
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Definition
| fear is like threat, except that, in this case, it is a new incidental construct, rather than a comprehensive construct that seems about to take over |
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Term
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Definition
| constructs could be described in terms of their cognitive awareness; there are 3 types: preverbal, submergence, and suspension |
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Term
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Definition
| the constant alteration of one's construct system with the goal of increasing its predictive efficiency; any change in one's construct system exemplifies learning |
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Term
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Definition
| validation: results when a construct or a construct system successfully anticipates an experience |
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Term
| what were kelly's research emphases and methods? |
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Definition
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Term
| role construct repertory test |
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Definition
identifies the constructs a client uses to construe the relevant people in his or her life. (Rep Test).
Ask client to fill in grid portion of the form, numbered 1-22 with 22 people relevant to his/her life. Then the client compares them in groups of 3 then say how 2 are alike and 1 is different |
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Term
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Definition
| limited empirical research, important aspects of personality neglected or denied, difficulty in predicting behavior, many unanswered questions |
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Term
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Definition
| emphasis on cognition and applied value |
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