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Cognitive, Social Learning and CAPS. George Kelly. Personal Constructs Constructive Alternativism Convenience Heirarchy of constructs. Rotter. The “ psychological situation ” Behavior Potential BP= f( E + RV ) Expectancies Reinforcement Value Locus of Control. Bandura.

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Cognitive, Social Learning and CAPS

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Cognitive social learning and caps

Cognitive, Social Learning and CAPS

George kelly

George Kelly

  • Personal Constructs

  • Constructive Alternativism

  • Convenience

  • Heirarchy of constructs



  • The “psychological situation”

  • Behavior Potential BP= f( E + RV )

  • Expectancies

  • Reinforcement Value

  • Locus of Control



  • Observational learning

  • Self-regulation

  • Self-efficacy

  • Reciprocal interactionism

Self regulation


Reinforcement has no direct effects (cognitively mediated or even vicarious)

Self-reinforcement is as important as external (internalized standards and processes of reward and punishment)

***Self-regulation overcomes stimulus control

Self efficacy


  • 2 types of expectancies

    Outcome expectancy


  • SE determines:

    behavior to be performed

    amount of effort expended

    persistence in the face of adversity, etc.

Reciprocal interactionism

Reciprocal interactionism

or Reciprocal Determinism

  • selecting environments

  • creating environments

  • transforming environments

Mischel and caps theory

Mischel and CAPS theory

  • basic principles, concepts, assumptions:

  • focus on P X S interaction

  • include and integrate

    Cognitive, Emotional, Motivational, Biological & Environmental factors

Mischel and caps theory1

Mischel and CAPS theory

  • CAUs ( person variables)

    1. Encodings (cognitive constructions)

    2. Expectancies ( “if-then” behavior-outcome, self-efficacy)

    3. Affects

    4. Goals and Values

    5. Competencies and Self-regulation

Mischel cont

Mischel cont.

  • Personality coherence

    individual differences in the “chronic accessibility”of CAUs

    ***consistency of variability across situations

Shoda mischel wright

Shoda, Mischel & Wright

Summer camp study

When “psychological situation” varied, aggressive behavior varied in predictable ways in similar situations.

e.g., when teased by peers, when approached by adults, etc.

situation-behavior “signatures”

Mischel cont1

Mischel cont.

  • Relative impact of person variables and situation variables (when does which take precedent?)

  • greater ambiguity and “response freedom”

    greater influence of person variables (indiv. diff.)

The self

The self

  • I & me

  • Self-schemas (Markus, etc.)

    readily accessible schema

  • Multiple selves: (Markus, Higgins, etc.)

  • Self-discrepancies (Higgins: Actual, Ideal, Ought)

Causal attributions

Causal Attributions

  • Learned Helplessness

  • Pessimism and Optimism

    Optimists are healthier, happier, and live longer

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