Exam 18: Rotter and Mischel: Cognitive Social Learning Theory
Exam 1: Introduction to Personality Theory35 Questions
Exam 2: Freud: Psychoanalysis114 Questions
Exam 3: Adler: Individual Psychology76 Questions
Exam 4: Jung: Analytical Psychology85 Questions
Exam 5: Klein: Object Relations Theory49 Questions
Exam 6: Horney: Psychoanalytic Social Theory62 Questions
Exam 7: Erikson: Post-Freudian Theory60 Questions
Exam 8: Fromm: Humanistic Psychoanalysis87 Questions
Exam 9: Maslow: Holistic-Dynamic Theory83 Questions
Exam 10: Rogers: Person-Centered Theory69 Questions
Exam 11: May: Existential Psychology76 Questions
Exam 12: Allport: Psychology of the Individual67 Questions
Exam 13: Mccrae and Costas Five Factor Trait Theory58 Questions
Exam 14: Eysencks Biologically Based Factor Theory44 Questions
Exam 15: Buss: Evolutionary Theory of Personality50 Questions
Exam 16: Skinner: Behavioral Analysis81 Questions
Exam 17: Bandura: Social Cognitive Theory76 Questions
Exam 18: Rotter and Mischel: Cognitive Social Learning Theory70 Questions
Exam 19: Kelly: Psychology of Personal Constructs75 Questions
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For Rotter,the degree to which a person prefers one set of reinforcements to another is called
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"A generalized expectancy held by an individual that the word,promise,oral or written statement of another individual or group can be relied on" is Rotter's definition of
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According to Rotter,the behavior potential in any situation is a function of
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Although Mischel has much in common with Bandura and Rotter,his unique contribution to social learning theory is his research on
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In Mischel and Shoda's personality system,behavior is shaped by people's specific cognitive and affective processes plus
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In Rotter's theory,the likelihood that a person will behave in a given manner depends basically on his or her
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Mischel and Shoda's cognitive-affective personality system holds that
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Rotter's most basic category of needs,in the sense that other needs are learned in relationship to it,is
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