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| A set of beliefs about oneself |
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| The image of the self that is conveyed to others |
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| The part of the self thats involved in control of other people & self control |
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| A person's thoughts & feelings |
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| The way a person acts in public, especially in official roles |
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| Attention directed at the self |
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| Looking inward on the private aspects of the self (emotions, thoughts, etc.) |
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| Looking outward on the public aspects of the self that others can see & evaluate |
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| Response to Unpleasant Self-Descrepanies |
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| sitting in front of a mirror or being recorded |
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| Comaring yourself to someone better than you |
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| Comparing yourself to someone worse off than you |
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| Wanting to perform an activity for its own sake |
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| Performing an activity because of what will result from it |
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| the tendency for intrinsic motivation to diminish for activities that have been associated with rewards |
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| more social skills, read others verbal & nonverbal cues, express own verbal & nonverbal reactions, learn how to act in a new situation, initiate conversations, use ingratiation, self promotion, & exemplification, more shallow & less committed relationships, judge people on physical appearance, use behaviors to influence others’ reactions, & hide joy at own good performance when others fail |
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| The desire to learn favorable or flattering things about the self |
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| The desire to get feedback that confirms what the person already believes about themself |
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| The desire to learn the truth about oneself, whatever it is |
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| soldiers must be in isolation. Letting soldiers still interact with each other reinforces American ideas. |
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| A combination of other people's views that tell you who & what they are |
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| The process by which a person examines the contents of her mind & mental states |
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| the image of self that is currently active in the person’s thoughts. |
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| putting obstacles in the way of one’s own performance so that anticipated or possible failure can be blamed on the obstacle instead of lack of ability |
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| over time, people change as they grow & learn |
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| the finding that information bearing on the self is processed more thoroughly & more deeply, & hence remembered better, than other information |
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| How favorably someone evaluates themselves |
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| There are 3 positive illusions: (1) People overestimate their good qualities. (2) People overestimate how much they control a situation. (3) People are overly optimistic |
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| claim credit for success, blame other factors for failure |
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| Excessive self-love and a selfish orientation |
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| People with High Self Esteem |
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| try new things, speak up more, and are better at resisting influence. Also, they are happier, more resilient, & more persistent. |
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| any behavior that seeks to convey some image of self or some information about the self to other people. |
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| 2 Step Process in Choosing |
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| the first step is narrowing a bunch of choices down to just a few. The second step is careful comparison of the choices. |
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| giving greater weight to the present than the future. Ex: Play games now, do homework later. |
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| Delayed gratification is giving greater weight to the future. Ex: Do homework now, play games later |
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| the greater weight is given to definite outcomes than to probabilities |
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| negative feelings people have when their options are reduced. This can produce feelings of wanting the option(s) more, trying to get your freedom or option back, anger towards the person limiting your options |
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| Status quo bias is the preference to keep things they way they are rather than change. |
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| the tendency to take whatever course of action does not require you to do anything (default option) |
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| believe traits are fixed, stable things (entities) and thus people should not be expected to change |
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| Belief that one’s actions will not bring about desired outcomes, leading one to give up & quit trying |
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| Self-Determination Theory |
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| the theory that people need to feel at least some degree of autonomy & internal motivation |
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| a reduction in stress or suffering due to a belief that one has the option of escaping or controlling the situation, even if one doesn’t exercise it |
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| a tendency to experience automatic, intrusive thoughts about a goal whose pursuit has been interrupted |
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| when the activation of a focal goal the person is working on inhibits the accessibility of alternative goals |
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| Association of others with goals |
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| Being around certain people, or thinking about them, can help us prioritize our goals. I know Mom wants me to get good grades. When I’m around her or I think about her, I want to achieve the goal of keeping my grades up. |
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| The goal-setting & goal-achieving effect |
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| people who set goals & make plans on how to reach them are more successful |
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| Rigid & detailed plans can be discouraging. Also, plans tend to be overly optimistic. |
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| the tendency for plans to be overly optimistic because the planner fails to allow for unexpected problems |
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| long-term versus short term goals |
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| We tend to assign ourselves easy short-term goals, & difficult long-term goals |
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| 3 Components of Self-Regulation |
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| Standards (how thing might or should be), monitoring (keeping track of behaviors), and capacity for change (the active phase of self-regulation—willpower) |
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| A feedback loop used for self monitoring; Test, Operate, Test, Exit |
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| Exercising it makes it stronger. Using it a lot makes it weaker immediately after. |
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| any action by which people bring failure, suffering, or misfortune on themselves |
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| The cognitive miser effect is a term used to describe people’s reluctance to do much extra thinking |
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| planting or activating a idea in someone’s mind |
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| Schemas are knowledge structures that represent substantial information about a concept, its attributes, & its relationship to other concepts. |
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| Scripts are knowledge structures that define situations & guide behavior |
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| whether messages stress potential gains (positively framed) or potential losses (negatively framed). |
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| blaming behavior on the person because that’s “just the way they are” |
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| considering the situational factors |
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| Fundamental Attribution Error |
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| The tendency for observers to attribute other people’s behavior to internal causes & to downplay situational causes. |
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| The tendency for actors to make external attributions & observers to make internal attributions |
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| idea that for something to be the cause of a behavior, it must be present when the behavior occurs & absent when the behavior does not occur |
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| the easiness of thinking of an example of something |
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| the tendency to judge the frequency or likelihood of an event by the extent to which it resembles the typical case |
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| the tendency to judge the frequency or likelihood of an event by the ease with which relevant instances come to mind |
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| the tendency to overestimate the degree to which 2 events are related when they’re either slightly related or unrelated |
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| the tendency to judge the frequency or likelihood of an event by the ease with which you can imagine it |
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| Anchoring & Adjustment Heuristic |
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| when making judgments that involve numbers, we tend to be influenced by numbers we are exposed to, as long as they are realistic |
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| the statistical tendency for extreme scores or behavior to be followed by others that are less extreme & closer to average |
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| The false belief that one can influence certain events, especially random ones |
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| Works when: (1) you have expectations about someone. (2) You act in ways that are consistent with expectations. (3) The target person responds in a way consistent with your expectations |
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| the tendency to notice & search for information that confirms one’s beliefs & to ignore information that disconfirms one’s beliefs |
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| the tendency to ignore or underuse base rate information & instead to be influenced by the distinctive features of the case being judged |
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| imagining alternatives to past or present events or circumstances |
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