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Below is a comprehensive outline of the material you need to have mastered from each unit hopefully
it will help you quiz yourself as you review your notes. Dont focus on anything that isnt on this study
guide. To help you out, you will see an indication of whether the listed concept was covered just in the
book, just in the lecture, or in both places. You will know that you really understand and remember
something if when you look at a blank copy of the study guide (without being able to peak at any notes),
you can explain the concept fully in your own words to an imaginary audience (or better yet, get a study
buddy and try explain it to them as if you are the teacher). Also, be aware that for all the concepts
below, you might simply get tested on your memory for a basic definition, or you might need to apply a
more thorough understanding of the concept to an example.
The exam will be 50 questions, T/F and multiple choice. Unlike the quiz, the exam is closed book/closed
note. You will have from 9:30-10:20 to work on it. We meet in our regular classroom. Bring a #2 pencil
and your student ID number!! If you arrive any later than 9:45, you will need to make plans to take a
make-up test. Classroom doors will close at 9:45 so test-takers can focus in a quiet environment.
1. What is free recall versus cued recall? Be able to identify the different types in examples (book)
a. Free recall-A testing condition in which a person is asked to remember information
without explicit retrieval cues.
b. Cued Recall-A testing condition in which people are given an explicit retrieval cue to
help them remember.
c. Example: Can you name all of your fifth-grade classmates? Probably not, but your
memory is sure to improve if youre given a class photo to use as a retrieval cue.
2. What is meant by the encoding-retrieval match? (book)
a. Increasing the number of potential retrieval cues helps, but it also helps if the cue
matches the memory that was encoded. If you think about the sound of a word during its
original presentation, rather than its appearance, then a cue that rhymes with the stored
word will be more effective than a visual cue. Similarly, if you think about the meaning
of a word during study, then an effective cue will get you to think about the encoded
words meaning during retrieval. Retrieval cues are effective to the extent that they match
the way information was originally encoded.
b. Memory often depends on how well retrieval cues match the way information was
originally studied or encoded. Suppose youre asked to remember the word pair BANK
WAGON. You form a visual image of a wagon teetering on the edge of a riverbank.
When presented later with the retrieval cue BANK, youre more likely to remember
WAGON if you interpret the cue as something bordering a river than as a place to keep
money.
3. What is transfer-appropriate processing? (book)
a. The idea that the likelihood of correct retrieval is increased if a person uses the same kind
of mental processes during testing that he or she used during encoding.
b. Its useful to study material with the same type of mental processes that youll be
required to use when tested. Suppose you form a visual image of a to-be-remembered
word (panel 1). If the test requires you to recognize an image of the word, you should do
well (panel 2). But if the test asks how the word sounds (panel 3) or whether the word
was presented originally in upper- or lowercase letters (panel 4), youre likely to perform
poorly. You need to study in a way that is appropriate to the test.
4. What is a schema and how do schemas assist with memory? On the other side of the coin, how
can schema-based remembering lead to false memories? Think about the example with the word
list we did in class (book/lecture)
a. Schema-An organized knowledge structure in long-term memory.
b. Schemas can be about people, places, or long-term memory. activitieswe even have
them for routines such as going to a restaurant, visiting the local urgent care center, or
following daily eating habits. When you remember, you use these organized knowledge
packages to help recover the past. So when someone asks you what you ate for breakfast
two weeks ago, you can confidently answer cereal because you know cereal is what
you usually eat for breakfast. You dont have to remember the specific episode; you can
rely on your general knowledge.
c. The trouble with schema-based remembering is that it can easily lead to false or
inaccurate retention. You might remember something thats completely wrongit didnt
really happenyet still be convinced your memory is accurate.
d. It seems likely that people recognize the relationships among the words and use this
knowledge to help them remember. This is a very effective strategy for remembering, but
it can lead to false recollections.
5. Understand what the Elizabeth Loftus experiments demonstrate about schema-based
remembering (book/lecture)
a. Loftus and Palmer (1974) found that students remembered cars traveling faster when
retrieval instructions used the word smashed instead of contacted. All people saw the
same film, but their different schemas for the words smashed and contacted presumably
caused them to reconstruct their memories differently.
b. Everyone in the Loftus and Palmer experiment saw the same film, but what people
remembered depended on how the questions were wordedthat is, on whether people
were led to believe that the cars were going fast or slow. In addition to giving estimates
of speed, some were asked whether any broken glass was present in the accident scene.
When smashed was used in the speed question, people were much more likely to
remember seeing broken glass, even though there wasnt any in the original film. By
asking the right kinds of questions during testing, its possible to make people think they
experienced things that did not occur. As Loftus (1979, 1991) has emphasized, these
findings suggest that caution must be exercised in interpreting the testimony of any
eyewitnessreconstructive factors can always be involved.
6. What is the misinformation effect? (lecture)
a. Loftus showed all participants footage of the same car wreck, then asked How fast were
the cars going when they ______ each other?
i. Contacted
ii. Hit
iii. Bumped
iv. Collided with
v. Smashed into
b. Result people guessed different speeds depending on the question:
i. Contacted 31.8 mph
ii. Hit 34.0 mph
iii. Bumped into 38.1 mph
iv. Collided with 39.3 mph
v. Smashed into 40.8 mph
c. This is called the misinformation effect, and has been implicated in other areas of
memory distortion
i. Eyewitness testimony
7. Think about the Robert Cotton case. Understand how and why eyewitness testimony memories
can get distorted, yet people can remain so confident they are accurate. What happens when
people are presented with a lineup and asked if they see the suspect in the lineup? (hint: they
compare all the people in the lineup to their memory and try to find the person that BEST
matches their memory out of everyone in the line. But what if the real criminal isnt there?).
After somebody picks somebody out of a lineup, is it easy for the face of the person they
picked to now appear in their memory instead of the real perpetrator? Is it particularly easy for
people to become confident in this new memory if they receive feedback that indicates they
probably picked right? How should eye witness recognition probably be done? Think about
who should conduct the witness interviews, whether witnesses should see lineups or a series of
individual pictures presented one at a time without knowing when the presentation will end and
whether the real criminal is in the group, etc. (lecture)
a. Individual pictures should be shown in order for the eye-witness to not be able to
compare the men in the lineup when they are all put out at the same time. The person that
would be showing these pictures should not have any particular involvement with the
case and he should not speak when showing the pictures. He should remain unbiased to
any picture and avoid saying good job or anything to reassure the witness.
8. What is implicit vs. explicit memory? (book)
a. Implicit Memory-Remembering that occurs in the absence of conscious awareness or
willful intent.
b. Explicit Memory-Conscious, willful remembering.
9. Have a good understanding of the different theories of why we forget. What is the idea of
decay? Can the idea of decay explain most instances of forgetting or not? Understand the idea
behind retroactive and proactive interference, and repression (book/lecture)
a. Forgetting-The loss of accessibility to previously stored material.
b. Psychologists use the term retroactive interference to refer to cases where the formation
of new memories hurts the retention of old memories.
c. Proactive interference occurs when old memories interfere with the recovery of new
memories. Suppose English is your native language but you move to Portugal on
business. You become fluent in the Portuguese language, but you find it difficult to stop
English words or phrases from coming to mind when you talk. You know the Portuguese
word for train is comboio but you find it hard to suppress saying train when youre
speaking in Portuguese (at least for awhile). Thats proactive interferenceold memories
interfere with the recovery of new memories. Prior knowledge and habits interfere with
the retention of new material.
d. The idea that the mind might actively repress, or inhibit, certain memory records is an
important ingredient of Sigmund Freuds psychoanalytic theory, as youll see when we
discuss personality theories in Chapter 12. Freud introduced repression as a defense
mechanism to push threatening thoughts, memories, and feelings out of conscious
awareness.
e. Decay cannot explain most reasons of why we forget
f. Decay-The proposal that memories are forgotten or lost spontaneously with the passage
of time.
10. What is retrograde and anterograde amnesia? (book/lecture)
a. Retrograde amnesia is memory loss for events that happened prior to the point of injury
(you can think of retro as meaning backward in time). People who are in automobile
accidents, or who receive a sharp blow to the head, often have trouble remembering the
events leading directly up to the accident. The memory loss can apply to events that
happened only moments before the accident, or the loss can be quite severe; in some
cases, patients lose their ability to recall personal experiences that occurred years before
the accident. In many cases, fortunately, these memory losses are not permanent and
recover slowly over time
b. Anterograde amnesia is memory loss for events that happen after the point of physical
damage. People who suffer from anterograde amnesia often seem locked in the past
theyre incapable of forming memories for new experiences. The disorder develops as a
result of brain damage, which can occur from the persistent use of alcohol (a condition
called Korsakoff syndrome), from brain infections (such as viral encephalitis), or, in some
cases, as a by-product of brain surgery.
CHAPTER 9:
a.
7. Understand how the following internal factors control hunger: stomach content, chemical signals,
and brain regions (lecture/book). What happens when there are legions in the hypothalamus?
(book/lecture)
a. Volume/content of food in stomach
b. Chemical signals
-Glucose levels in blood
c. Brain Regions
-Hypothalamus contains receptors, sensitive to presence of food-related hormones
-Legions in hypothalamus lead to constant hunger, electrical stimulation causes loss of
interest in food
8. Understand how the following external factors control hunger: Eating habits and food cues
(book/lecture) Know the results of the bottomless soup bowl and chicken wing study (lecture)
a. Most eating habits develop through personal experience and by modeling the behavior of
others. These learned habits control much of our decision making about food. I suspect
youre probably used to eating at certain times and in certain places. If youre offered a
tasty snack, how much you eat is determined partly by the time of dayif the offer
comes shortly before dinner, you take less than if the offer comes in the middle of the
afternoon ( Schachter & Gross, 1968). You also know from past experience how much
food you can eat and still feel okay. You know, for instance, that if you eat the whole
pizza you will probably feel sick afterward, even though the pizza may taste great at the
time.
b. The decision to eat is also strongly influenced by the appearance of food cues. Animals
know that certain kinds of food taste good, and the sight of these foods is often enough to
make them start eating. If hungry rats are taught that a flashing light predicts food, theyll
start eating in the presence of the light even if theyve been fully fed moments before (
Weingarten, 1983). Waiters push the dessert tray under your nose because they know the
sight of the sugar-filled array will be more likely to break down your reserve than just
hearing about whats for dessert. Again, your choice of the New York cheesecake with
the strawberry sauce is not driven by internal need. Your blood contains plenty of
appropriate nutrientsthe sight of the food, and its associations with past pleasures, acts
as an external pull, motivating your choice to consume.
9. Know what a set point is and how it works to regulate body weight. What determines our set
point? (i.e. genetics, metabolic rate) (book/lecture)
a. Set Point: genetically influenced weight range that you will stay at when not trying to
gain or lose weight
b. Varies about 10% in either direction (set point of 150 lbs. could weigh 135-165)
c. 90% of people who diet and dip below natural weight eventually gain it back
d. Basal Metabolism: rate at which body burns calories
e. People are born with fixed number of fat cells
f. Heritability of set point is .4 to .7 in twin studies
10. What is thought to contribute to the current obesity epidemic? (both book/lecture)
a. Speculative Causes
b. Abundance of fast food
c. National portion size
d. Soda or pop
e. Non-food, food items (McDs chicken nuggets, hot dogs, yogurt in a tube, any
ingredients that you cant pronounce!)
f. New research: Being obese while pregnant might perpetuate the cycle for the next
generation? Epigenetics study of how environment affects gene function.
11. What is epigenetics? (lecture)
a. Epigenetics study of how environment affects gene function.
b. This genetics study looked at epigenetic changes to the DNA taken from umbilical
cords of newborns and related these to the mothers diet. Epigenetics is the study of how
the environment can affect the function of genes. Signals from the environment can cause
chemicals to be attached to DNA. These epigenetic chemical changes do not change the
basic structure of DNA, and a gene that has had epigenetic changes will still make the
same protein, but these changes may affect when the gene is switched on and the amount
of protein the gene makes.
12. Understand how internal factors affect sexual behavior (hormones!) book/lecture. When does a
women peaks sexual desire occur during the month? (book/lecture)
a. Hormones
b. Estrogens in women and androgens in men
c. Women peak in sexual desire near time of ovulation
d. Drop in testosterone leads to drop in interest in sex for men
13. What are external factors affecting sexual behavior? Understand visual signals, touch, and smell
(book/lecture) Understand how a womans smell is thought to change in appeal throughout her
cycle. What were the results of the ovulating stripper study? (lecture)
a. Sexually stimulating images in environment
b. Touch of erogenous zones
c. Smell (pheromones) (ovulating stripper study!)
14. What is meant by a long-term vs. short-term mating strategy? (lecture) According to an
evolutionary explanation for mate selection strategies, which gender tends to prefer short-term
mating as a strategy more often and why? (lecture) According to an evolutionary explanation for
mate selection strategies, what qualities do men vs. women tend to prioritize in a mate and why?
(book/lecture)
a. Short-term: mating in the here and now (men tend to prefer this)
b. Long-term: mating with the interest of commitment (women tend to prefer this)
c. Males maximize their chances of passing on genes by
d. Mating with females likely to be fertile
e. Young, healthy
f. Physically attractive
g. Waist-to-hip ratio
h. Mating often (short-term strategies)
i. Females maximize their chances of passing on genes by
j. Mating with males likely to provide care or protection
k. Older, more resources
l. Physically strong
m. Mating selectively (long-term strategies)
15. What is the affective shift hypothesis? (lecture) How do the results of studies testing the affective
shift hypothesis differ for men who have not had many short-term mates? (lecture)
a. Based on sexual strategies, should be different perception of partner after sex
b. Men: feel less attracted
c. Easier to distance oneself
d. Women: Feel more committed
e. Promotes affiliation
16. Know the main gender differences in sexual jealousy and the evolutionary explanation for these
differences (lecture)
a.
17. Understand basic criticisms of the evolutionary model of mate selection (lecture/book)
a. Often over-focuses on gender differences
b. When they are long-term mating, men and women seek a lot of the same things
c. Dependability
d. Reliability
e. Kindness
f. Sense of humor
g. Honesty
h. Trustworthiness
i. All cues to good parenting
j. Individual preferences are not hard wired
k. Hard to disentangle evolutionary influences from what may be learned social roles
18. Do some people think that there exist basic or universal emotions? Know the six emotions that
there is wide agreement on in terms of viewing them as fundamental/universal (book/lecture)
a. Yes
b. Anger when a goal is blocked
c. Fear - threat
d. Sadness loss
e. Happiness - opportunities
f. Disgust - threat of contagion
g. Surprise - something unexpected
19. Is there universality in the facial expression of emotions? (book/lecture)
a. Although its not clear that emotion labels necessarily mean the same thing across
cultures ( Russell, 1994), many researchers are convinced theres some universal
recognition of emotion from facial expressions
20. What is thought to be one of the main differences between cultures in the expression of emotions?
(lecture)
a. In the degree of expression
21. What was the common sense theory of emotion? (lecture/book)
a. Person perceives exciting event
b. 1) The event causes us to feel fear
c. 2) Emotion of fear produces physiological reaction
d. (e.g. I feel afraid, therefore I tremble)
22. What is the James-Lange theory of emotion? Understand the two stages, the order they happen in,
and how things unfold with the body/mind to determine the entirety of the emotion experience.
According to this theory, do all emotions have a unique set of physiological reactions? Does the
conscious experience of emotion cause certain physiological responses in the body, or the other
way around? (lecture/book)
a. Person perceives exciting event
b. 1) physiological arousal
c. 2) emotion results as the mind experiences the bodys response
d. (e.g. I am trembling, therefore I feel afraid)
e. Stage 1: Bodily processes come first (the bodily process is what distinguishes different
emotions. Implication is that no two emotions have the exact same set of bodily
responses)
f. Stage 2: As the mind perceives and experiences the unique bodily response, a specific
conscious full-blown emotion results
g. The mind does not need to use additional information to decide what it is feeling
during the second stage it just needs to perceive what bodily process is taking place
h. Not much support for this theory
23. What is the facial-feedback hypothesis? (lecture/book)
a. The proposal that muscles in the face deliver signals to the brain that are then interpreted,
depending on the pattern, as a subjective emotional state
24. What is the Cannon-Bard theory of emotion? How does it differ from the James-Lange theory?
Does this theory support the idea that all emotions have unique/different set of physiological
reactions? (lecture/book)
a. Person perceives exciting event
b. 1) physiological arousal & 2) conscious experience of emotion
c. Two separate independent processes that happen at the same time. One doesnt CAUSE
the other to happen.
d. The Canon-Bard attack on the James-Lange theory was fueled by the observation that
physiological reactions for different emotions are often similar.
e. NO
25. What is the Schachter-Singer theory of emotion? What are the two stages and what order do they
happen in? Know how things unfold with the body/mind to determine the entirety of the emotion
experience. How is the cognitive label assigned to an emotion? What role does physiological
arousal play in the emotion experience? Understand the details of the study done to provide
support for this theory of emotion. Understand that there is more empirical support for this theory
than the others, and how it is different from the others (book/lecture)
a. Person perceives exciting event
b. 1) physiological arousal
c. 2) emotion results as the mind experiences the bodys response and then also reasons out
what emotion must be taking place
d. (e.g. I am trembling, and it must be because there is a poisonous snake on the ground! I
feel afraid)
e. Stage 1: Bodily processes come first (but unlike James-Lange, two different emotions
could have similar physiological responses)
f. Stage 2: As the mind perceives and experiences the bodily response, a full-blown
conscious emotion results when the mind also uses reason to assign a cognitive label to
the physiological arousal (the cognitive label is what distinguishes different emotions)
26. Do emotions probably directly cause behavior? (lecture) Know the results of the mood freezing
pill study (lecture)
a. Emotion doesnt cause behavior
b. Desire to alleviate negative emotions causes behavior
c. Induced happy, sad or neutral mood
d. Individuals in sad mood normally help more
e. Gave all participants a pill
f. Half told it was a mood fixing pill
g. Told that the drug will make their emotional state stable and unchangeable for at least
next hour.
h. Half not told about mood fixing side effects
i. Results: Sad people helped more, but not if they felt they could not change their mood
27. What is meant by emotivation? (lecture)
a. Emotivation
i. Emotions are triggers for us to change
b. Motivations as signal that something is wrong
28. What do we mean by the positive-negative asymmetry of emotions? (lecture)
a. Bad is stronger than good?
b. Consistent finding that bad events
c. Affect us more
d. Last longer
e. More pervasive in memory
f. Hedonic treadmill you tend to return pretty quickly back to the same place emotionally.
Particularly after happy events, though.
29. Be able to explain the results of the lottery winner/paralysis victim study (lecture)
a. Lottery winners vs Paralysis
b. Surveyed people who had won lottery a year ago, been paralyzed a year ago, and the
general public
c. Lottery winners were no happier than the general public
d. Paralysis victims were only SLIGHTLY less happy than the general public. Didnt return
to prior levels of happiness quite as quickly or as thoroughly as lottery winners (bad is
stronger than good), but the difference was MUCH smaller than one would expect.
Ch 12
8. What are cardinal traits, central traits, and secondary traits? Know that they are part of Allports
trait theory (book)
a. Cardinal Traits-Allports term to describe personality traits that dominate an individuals
life, such as a passion to serve others or to accumulate wealth
b. Central Traits- Allports term to describe the five to ten descriptive traits that you would
use to describe someone you knowfriendly, trustworthy, and so on.
c. Secondary Traits- The less obvious characteristics of an individuals personality that do
not always appear in his or her behavior, such as testiness when on a diet
d. All part of Allports trait theory
9. What is a self-report inventory? (lecture/book)
a. The most popular personality test
b. Personality tests in which people answer groups of questions about how they typically
think, act, and feel; their responses, or self-reports, are then compared to average
responses compiled from large groups of prior test takers.
10. What is a projective personality test? (book)
a. A type of personality test in which individuals are asked to interpret unstructured or
ambiguous stimuli.
11. What is psychodynamic theory and who is responsible for it? (book/lecture)
a. Psychodynamic theory- An approach to personality development, based largely on the
ideas of Sigmund Freud, that holds that much of behavior is governed by unconscious
forces.
b. Sigmund Freud
12. What is the preconscious mind, the unconscious mind, and the conscious mind? (book)
a. Conscious Mind- The contents of awarenessthose things that occupy the focus of ones
current attention.
b. Preconscious mind- The part of the mind that contains all of the inactive but potentially
accessible thoughts and memories.
c. Unconscious Mind- The part of the mind that Freud believed housed all the memories,
urges, and conflicts that are truly beyond awareness.
13. What is the id, ego, and superego? (book/lecture)
a. Id- In Freuds theory, the portion of personality that is governed by inborn instinctual
drives, particularly those related to sex and aggression.
b. Ego- In Freuds theory, the portion of personality that induces people to act with reason
and deliberation and helps them conform to the requirements of the external world.
c. Superego- In Freuds theory, the portion of personality that motivates people to act in an
ideal fashion, in accordance with the moral customs defined by parents and culture.
14. What are defense mechanisms and are they used by the id, ego, or superego? (book/lecture)
a. Defense mechanisms- According to Freud, unconscious processes used by the ego to
ward off the anxiety that comes from confrontation, usually with the demands of the id.
b. Used by the ego
15. What is the oral stage, anal stage, and phallic stage of psychosexual development? The latency
and genital stage? (book)
a. Oral Stage- The first stage in Freuds conception of psychosexual development, occurring
in the first year of life; in this stage, pleasure is derived primarily from sucking and
placing things in the mouth.
b. Anal Stage- Freuds second stage of psychosexual development, occurring in the second
year of life; pleasure is derived from the process of defecation.
c. Phallic Stage- Freuds third stage of psychosexual development, lasting from about age 3
to age 5; pleasure is gained from selfstimulation of the sexual organs.
d. Latency Stage- Freuds period of psychosexual development, from age 5 to puberty,
during which the childs sexual feelings are largely suppressed.
e. Genital Stage- Freuds final stage of psychosexual development, during which one
develops mature sexual relationships with members of the opposite sex.
16. Understand how Adler, Jung, and Horney dissented/split from Freuds ideas, and what
approaches they took instead (book/lecture)
a. Studied with Freud, but broke away
b. Carl Jung
c. Collective Unconscious: contains universal experiences of humans throughout history
d. Archetypes: universal images/symbols (within our collective unconscious)
e. Alfred Adler: how do we deal with feelings of inferiority? Inferiority complex.
f. Karen Horney: argued for fairer explanation of women (power envy vs. penis envy)
17. What is the collective unconscious and whose idea was it? (book/lecture)
a. Carl Jung
b. Collective Unconscious- The notion proposed by Carl Jung that certain kinds of universal
symbols and ideas are present in the unconscious of all people.
18. What are some of the main criticisms of psychodynamic theory? (book/lecture)
a. Negative:
i. Too much emphasis on sex and aggression
ii. Sexist
iii. Cannot scientifically test theories
b. Positive:
i. Unconscious motivators
ii. Importance of early childhood
iii. Defense mechanisms
iv. Therapy
19. What is the humanistic approach to how personality develops ? How is it different from
psychodynamic theory? (book/lecture)
a. Humanistic Approach- A movement in psychology and approach to personality that
focuses on peoples unique capacity for choice, responsibility and growth.
b. Freud often compared the mind to a battlefield, where irrational forces are continuously
engaged in a struggle for control. According to Freud, our actions are motivated primarily
by the need to satisfy animalistic urges related to sex and aggression; our conscious
awareness of why we act is misleading and symbolic, representative of conflicts created
during toilet training or as a result of being weaned.
c. Humanistic psychologists dont talk about battlefields and conflict; instead, they speak of
growth and potential. Its not animalistic urges that explain personality; its the human
with our unparalleled capacity for self-awareness, choice, responsibility, and growth.
Humanistic psychologists believe each of us can control our own behavioral destinywe
can consciously rise above whatever animalistic urges might be coded in our genes.
Were built and designed for personal growth, to seek our fullest potential, to self-
actualizeto become all we are capable of becoming.
20. Understand Carl Rogers idea of self concept, positive regard, conditions of worth, and
incongruence (book)
a. Self Concept-An organized set of perceptions that we hold about our abilities and
characteristics.
b. Positive Regard- The idea that we value what others think of us and that we constantly
seek others approval, love, and companionship.
c. Conditions of Worth- The expectations or standards that we believe others place on us.
d. A discrepancy between the image we hold of ourselvesour self-conceptand the sum
of all our experiences.
21. Understand Maslows idea of self-actualization (book)
a. The ingrained desire to reach ones true potential as a human being.
22. What is a social-cognitive approach to personality? (book/lecture)
a. An approach to personality that suggests it is human experiences, and interpretations of
those experiences, that determine personality growth and development.
23. What is locus of control and self-efficacy? (book/lecture)
a. Locus of Control- The amount of control that a person feels he or she has over the
environment.
b. Self Efficacy- The beliefs we hold about our own ability to perform a task or accomplish
a goal.
24. Understand what is meant by the person-situation debate (book/lecture) and what is meant by
self-monitoring (book/lecture)
a. Person-Situation Debate
b. Long history of debate over whether personality traits are stable across situation or
situations determine behavior
c. It seems there is more consistency within the same situation than across situations
d. Self-monitoring: How consistently we act across situations might itself be a personality
trait! Tendency to mold/change behavior to fit situation