Transcript HB Ch 3 Notes with Learning added

The Little Engine that Could
• What is the message/moral/lesson from the
story?
– Being optimistic,
– Resilience
– Problem solving
– Taking control
Have you ever…
• How am I ever going to get organized?
• I try to lose weight & just gain it back, How
can I make sure I keep it off?
• I should study more, How can I get myself to
sit down & do it?
• I haven’t had a date for a long time, What can
I do to get a date?
• My friend is so critical, Why can’t s/he be
more positive?
Chapter 3: Who’s In Control
Does free will exist???
Terms
• Self-control: individual sets his or her own
standards for performance, and will then
reward or punish themselves for meeting or
not meeting these standards
• External control: controlled by others or our
environment; someone else sets the standards
for performance; delivers or withholds the
rewards or punishments
Terms, continued
• Locus of control: perceived control over his or
her own behavior
• Learned helplessness: passive behavior
produced by th exposure to unavoidable
aversive events
• Internals: perceive that their efforts can make
a difference when they are facing various
situations and are willing to take action
Terms continued
• Externals: perceive that their efforts don’t
seem to make a difference, so they choose not
to take the action needed to solve problems
• Self-Efficacy: our belief about our ability to
perform behaviors that should lead to
expected outcomes
• Optimism: generalized tendency to expect
positive outcomes
Terms continued
• Pessimism: generalized tendency to envision
the future as unfavorable
Why does locus of control matter?
• Different responses to stress
• Attitudes learned from experiences by age 19
• Your beliefs dictate your efforts
Internals
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Internals seem to be better life managers
Consider more options
Seek out improvements
Tend to be better listeners
Better grades & test scores
Better relationships
More likely to seek social support
Consider This… a break up:
• Response #1: “What did I do wrong? What can I
do to get him/her back? Why don’t they like me
any more? I’d do anything for him/her. My life is
ruined.”
• Response #2: “I know he/she has been
depressed lately. He/she sure has changed lately.
I really like him/her, but I could tell that things
weren’t going well between us. I know it will be
tough, but I’ll get along without him/her”
The break up continued…
• Which response was more familiar to you?
• If you haven’t completed your “What Controls
Your Life” survey & discussion questions,
please do.
• ….. Now another test….
For each statement, rate yourself
according to the following scale:
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1 = not at all true
2 = barely true
3 = moderately true (more times than not)
4 = exactly true
Please write your ratings down in your notes.
Statements to consider
• 1. I can always manage to solve difficult
problems if I try hard enough.
• 2. If someone opposes me, I can find the
means and ways to get what I want.
• 3. I am certain that I can accomplish my goals.
Statements continued
• 4. I am confident that I could deal efficiently
with unexpected events.
• 5. Thanks to my resourcefulness, I can handle
unforeseen situations.
• 6. I can solve most problems if I invest the
necessary effort.
Statements continued
• 7. I can remain calm when facing difficulties
because I can rely on my coping abilities.
• 8. When I am confronted with a problem, I can
find several solutions.
• 9. If I am in trouble, I can think of a solution.
Statements continued
• 10. I can handle whatever comes my way.
• Now total your score. Scores should range
between 10 and 40.
• These statements are designed to evaluate
your general self-efficacy – your belief that
you can master your world and produce
positive outcomes.
Self-Efficacy Rating
• Statements are not related to specific events,
this is a GENERAL rating.
• The higher your score, the higher your selfefficacy.
• Linked to adaptability & quality of life.
• Scores of 31 or higher = reasonably strong
• Scores of 20 or lower = may want to consider
ways of improving your self-efficacy.
Explanatory Styles
• The story you construct about WHY things happen to
you.
• Optimism vs. Pessimism
– Optimistic Explanatory Style = external, unstable, specific
explanations (bad luck, not personal)
– Pessimistic Explanatory Style = internal, stable,
global/pervasive explanations (personal shortcomings or
lack of ability)
– Hope/power to change vs. helplessness
– Apply: Self-fulfilling prophecy….
– See page 116: “Are you an optimist or a pessimist?” box
About Optimists
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Better at coping with distress
Live longer
Predictor of achievement & resiliency
Focus on what they have control over
Sense of humor
Work harder towards goals
• If you have not completed your
Optimism/Pessimism survey & reflection, please
do so.
Optimism How to:
• 1. think about situations of adversity
• 2. consider the way you explain these events
• 3. dispute negative explanations by looking at
facts
• 4. REPEAT
• 5. REPEAT
• 6. REPEAT…..
• What perspective of psychology/Human
Behavior does this come from?
Do you agree or disagree… why or
why not?
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Locus of control (Internal – External)…
Self-Efficacy….
Explanatory Styles (Optimism-Pessimism)…
Is this learnable…
• Read “The Bottom Line” (p 107), choose one line
to write about. What is being said, why do you
connect to it, support it with information from
the chapter, relate a personal experience.
Learning Theories…
• 4 Square Notes:
– Get a piece of paper, divide into 4 squares
– Label each with one of the following
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Social Learning Theories
Learning is…
Classical Conditioning
Operant Conditioning
– Find that section in the book, read, record key
points
– Use the following slides to add to your own info.
Social Learning Theory
What is Learning?
• (box #2)
• A relatively permanent change in behavior as
a result of experience or practice (pg 119)
• According to learning theories of behavior…
• Behaviorism/Learning Approach to Psychology
• How long does change in behavior take?
• Tips for making change in behavior:
Classical Conditioning…
• Food = salivating response, ring bell with food,
then bell = salivating response
• A type of learning in which a neutral acquires
the capacity to evoke a response
Classical Conditioning…
• Condition our responses (behaviors) because
we associate those responses with stimulus
– EX: Pavlov’s dogs
Unconditioned
Stimulus
New
conditioned
response
Unconditioned
Stimulus
becomes new
conditioned
stimulus
Conditioned
Stimulus +
Unconditioned
Response
repeated
Operant Conditioning…
• Cat, spray to keep from scratching
• Different from classical b/c doesn’t offer a
reward (uses punishment/negative
reinforcement)