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the self-concept is comprised of various _____, including…
self-schemas; cognitive beliefs about the self that guide the processing of self-relevant information, include beliefs about one’s traits, competencies, social identities, and social roles, among other elements
effects of self-schemas
provides default information
can bias recall of past events
influences “acceptance” of self-relevant information (schematics less willing to accept incongruent information than are aschematics on a dimension)
self-schemas are ____ than other schemas
larger, more complex, and more emotionally laden
markus (1977)
independent/dependent schematics, independent-dependent aschematics completed a “physiologically based suggestibility test” - they assessed GSR (sweaty palms), heart rate, latency of responses to various instructions and questions
both independent and dependents received schematic inconsistent feedback
markus (1977) results
on these questions: how accurate is the assessment? would you take the test again? how would you rate your suggestibility?
schematics perceived test as less accurate, were less willing to take the test again, continued to evaluate their suggestibility consistent with their existing self-schema
self-complexity
the degree to which self-aspects overlap—your “family” of self-schemas; how much integration is there between schemas?
self-complexity overlap levels
greater overlap = less complexity
less overlap = greater complexity
implications of self-complexity
the greater the overlap in self-aspects, the greater the emotional spillover of events from one area of life to other areas
how do you acquire (or fail to acquire) self-complexity (nasby 1985)
the process of thinking about yourself enhances growth and articulation of self-schema
connectionism
parallel distributed processing, neural networks
cognition represents what
systems of simple, neuron-like units—processing constitutes passing activations from one unit to another
activation can have either ___ or ____ properties
excitatory; inhibitory
____ reflect simultaneous satisfaction of multiple constraints
decisions, perceptions (patterns of activation)
implications of connectionism
requires selection of one possibility of many
output takes the form of only one representation at a given time
patterned network can be destabilized by new inputs (e.g., ambiguous figures, self-concept)
perceptions and decisions can emerge that seem irrational and ill-founded (e.g., buying a house or car)
dual process models
cognition involves two kinds of thought rather than one
conscious processing
effortful, rational, deliberative reasoning—implements rules and carries out logical steps of inference and action; slower, conscious, rational, evolutionarily newer
intuitive processing
intuitive problem-solving, heuristic strategies, automated processes—operates in a connectionist mode; “insights” often shake out of the system; quick, schema-driven, automatic, experiential, evolutionarily older
evidence from everyday experience about dual process models
thinking with your head vs. your heart
superstitious thinking
ubiquity of religion
persuasive appeal of images over text
epstein’s cognitive-experiential self-theory (CEST)
two major systems by which people adapt to the world—rational (cognitive) and experiential (intuitive) systems
kirkpatrick and epstein (1992) ratio-bias phenomenon
chance to win money by drawing a red jelly bean from one of two bowls—small bow: 10 beans, 1 red; large bowl, 100 beans, 10 red
majority of participants chose the large bowl and even paid to do so
CEST implications for personality
introduces an adaptive, dynamic unconscious that automatically organizes experiences and directs behavior
individual differences in intuitive (experiential) vs. analytical (rational) thinking style
mischel’s five classes of variables that must be taken into account for adequate personality theories
competencies
encoding strategies and personal constructs
expectancies
subjective values
self-regulatory systems and plans
competencies
social skills and problem-solving strategies
encoding strategies and personal constructs
schematic influences on individualized perspectives of the world
expectancies
important for understanding actions—expectancies involving sequential continuity in experience; behavior-outcome experiences (connections suggesting causal influence)
subjective values
reflected by the outcomes a person wants
self-regulatory systems and plans
setting goals, making plans, setting plans into action
