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Social Cognitive Theory on Personality, 2007.
An analysis of the different cognitive factors that affect personality.
2,497 words (approx. 10.0 pages), 12 sources, APA, $ 75.95
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Abstract
This paper discusses the study of social cognitive theory and personality. It describes the different cognitive factors that affect personality beginning with children and continuing into old age. The paper analyzes the processing of social and emotional information, whether it is looking at people's faces, their nonverbal communication or the way people gain and access information about others.
Table of Contents:
Abstract
Social Cognitive Theory in Relation to Personality
Social Cognitive Theories in Relationship to Personalities
Looking at Children's Cognitive Knowledge and Personalities
The Effects of Age on Social Cognition
Social Cognition Theories on Social Cognitive Processes
From the Paper
"The social-cognitive knowledge an individual has is used in different ways and often this cognitive knowledge is used to decide if a person wants to associate with someone based on the type of personality the person has and the knowledge of this type of personality schema that is stored in the individual's mind. Social-cognitive psychologists believe that simple things such as posture, faces, attitudes, or motor behavior of an individual can conflict with the cognitive knowledge of an individual and make them not like another person who has similar features. "A second property of knowledge that may be important in this inference process of judging whether an attitude is an informative guide to behavior is the complexity of the knowledge underlying the attitude" (Fabrigar, Smith, Petty, and Crites 2006, 556). Both children and adults use cognitive knowledge and experience to decide whether a person is worthy of trust or if they do not like a person based on the individual's personality."
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Social Cognitive Theory, 2006.
This paper discusses the history and application of the social cognitive theory (SCT).
1,665 words (approx. 6.7 pages), 7 sources, APA, $ 54.95
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Abstract
This paper explains that Albert Bandura's social cognitive theory defines human behavior as a triadic, dynamic and reciprocal interaction of personal factors, behavior and the environment and emphasizes strongly the role and power of the mind as an active force. The author points out that Bandura's social cognitive or learning theory is the most common theory used in public health to study various health problems, such as immunizations. The paper relates that, based on cognitive-behavioral therapy (CBT), which is an extension of SCT, the therapist also is a diagnostician and educator who applies performance-based and cognitive interventions to produce changes in the depressed patient's thinking, feeling and behavior.
From the Paper
"Male and female socialization experiences and environments have been viewed as leading to the prototypical female sex-role through social devaluation of the role and women's abilities, women's powerlessness and the chronic environmental stressors unique to women. CBT, which has been the most prominent approach for the treatment of depression, has been seen as providing little relief or solution to the issue, as it does not address gender differences. Clinicians may have informally discussed the issue but it will not make a difference until it is incorporated into theory and treatment manuals. It thus becomes the concern of CBT researchers and clinicians to address and investigate sex differences as an aspect in depression and to confront how they understand and treat women, who comprise 2/3 of clients."
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Dispositional and Cognitive Theories Of Personality, 1992.
Discusses the theories of Gordon Allport, Henry A. Murray and George Kelly and compares these theorists.
2,025 words (approx. 8.1 pages), 12 sources, $ 71.95
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From the Paper
"Many consider the science of psychology an attempt to create a comprehensive theory of personality and therefore be able to explain why people are alike in some ways and different in others (Kagan, 1980, p. 442). Social scientists have been interested in seeking out the truths in the form of principles that relate to personality. In so doing, varying schools of thought have evolved including the "dispositional" theories and the "cognitive" theories of personality. The purpose of this report will be to discuss personality within the field of psychology including comparing these two theories, paying special attention to the writings of Gordon Allport and Henry A. Murray, who are both dispositional theorists and the cognitive theorist George Kelly.
"Personality can best be defined as the total pattern of ..."
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Cognitive Development Theory and Social Learning in UK Education, 2001.
A discussion on Piaget's and Bandura's child development theories.
1,070 words (approx. 4.3 pages), 3 sources, $ 37.95
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Abstract
This paper compares Piaget's theory of cognitive development to the social learning theory. This paper examines Piaget's child development theory that mains that children have ability to construct meaningful concepts and representations all through a series of various stages. In addition, it analyzes Bandura's theory which contends that children learn new behaviors by observing other people and model their own behavior and develop their own beliefs and standards that eventually impact their progress in the educational system. The author concludes that these do not contradict each but rather complement each other.
From the Paper
"In recent years, the field of education has been transformed by intensive theoretical and practical research into the ways that children develop the cognitive capacity for handling complex learning tasks. Some researchers have focused more upon the natural, or biological, aspects of cognitive development, which can be generalized across all human cultures; others, more upon the social aspects, which are culturally conditioned. The challenge for educators in the UK is now to integrate this vast body of theory and research into curriculum and classroom practice. Most researchers in the field agree that a Piaget-derived developmental learning theory must be augmented by some appreciation of the way that concrete social interaction guides and shapes children?s acquisition of skills. A pedagogical approach drawing at once upon developmental and social learning theory may be the best way to achieve society?s educational aims, while at the same time encouraging creativity and exploration on the part of children. While it would not be possible to exhaust this topic in a short paper, I propose to briefly consider the theories of Piaget and Bandura in the context of children?s development of the ability to handle language (in particular, in the area of literacy)."
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Cognitive Dissonance Theory, 2001.
A detailed description of the cognitive dissonance theory and how humans make decisions according to this theory.
1,640 words (approx. 6.6 pages), 3 sources, $ 53.95
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Abstract
A detailed explanation of the cognitive dissonance theory. The author examines how humans make decisions according to this theory and provides a definition, explanation and example of how the cognitive dissonance theory functions in everyday life.
From the Paper
"Cognitive Dissonance Theory, developed by Leon Festinger, is concerned with the relationships among cognitions. Cognition, for the purpose of this theory, may be thought of as piece of knowledge. The knowledge may be about an attitude, an emotion, a behavior, a value, and so on. Cognitive Dissonance is how do human beings make decisions. What triggers a person to take action at any given point? These are some of the questions that will be answered with explanation of Cognitive Dissonance, as well as many of other related theories covered in Myers Social Psychology."
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Rogers? Theory of Personality., 2005.
An evaluation of Rogers' theory of personality.
1,606 words (approx. 6.4 pages), 7 sources, MLA, $ 52.95
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Abstract
This paper examines how Carl Ransom Rogers (1902 -1987) was the forefather of client centered therapy and how his approach was humanistic and how he believed that all individuals had the basic capacity for good. In particular, it critically appraises his theory of personality.
Outline
Actualizing Tendency
Self
Self - Actualizing Tendency
Organismic Valuing and Conditions of Worth
Fully Functioning Person and the Self
The Maladjusted Person
Evaluation of Rogers' Theory of Personality
From the Paper
"As Rogers' theory of personality was compiled by means of his clinical work and his work on client centered therapy there have been questions raised as to how free from professional bias the research is. In any research that is carried out in psychology it is possible that results can be manipulated merely by facial or verbal expressions that are displayed by the researcher. Psychologists have questioned how much of the information in therapy has come from the clients and how much the therapist has influenced the individual."
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The Cognitive Theory, 2004.
An analysis of the cognitive theory's application to instructional planning and delivery.
1,242 words (approx. 5.0 pages), 6 sources, MLA, $ 42.95
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Abstract
This paper discusses the cognitive theory of learning. The paper explains that the cognitive theory takes into account the individual and collective needs in the learning environment. The paper contends that if full subscription is given to this theory, then educators and students must seek to understand the natural learning abilities and disabilities and address those through diverse teaching and learning strategies such as techniques that accommodate all learning modalities. The paper assesses that the physical environment is critical if the delivery of information is to effectively occur. The paper states that the classroom must be accommodating to the teacher as well as the students as learning is a multi sensory process that few can take part in through a one-dimensional method.
From the Paper
"Cognitive theory is a staple in the study of human development, particularly child development. Theorists such as John Piaget sought to define this theory based on the observations of children in their natural environments. The school settings is a staple in a child's social and intellectual development and as a result of this research implications for theoretical use in teaching and instruction from both the teacher and student standpoint cover areas such as the delivery of learning materials as well as the level and type of classroom management that must be executed."
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Cognitive Developmental Theory, 1994.
This paper analyzes the cognitive developmental theory in relationship to the significance of questions asked by and information-processing of
3-year-olds and 5-year-olds, focusing on aging, the moon and where babies come from.
1,350 words (approx. 5.4 pages), 3 sources, $ 47.95
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From the Paper
"The fields of developmental and cognitive psychology have provided us with valuable insights into the combined effects of age and cognitive ability on a child's learning readiness. The questions a child may ask, and his or her corresponding ability to understand, will be relative to a particular developmental level. For example, a three-year-old might ask a "why" question, such as "why do people get old?" From time to time, children who have first started asking questions about babies when they were three years of age, will repeat them a little later on if a particular stimulus prompts them. Thus, the five-year-old may very well ask, "How does a newborn baby get out of the mommy?" The five-year-old's seemingly insatiable curiosity may lead to other questions about the mechanisms of natural phenomena, such as "Where does the moon go during the daytime?" "
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Cognitive Behavioral Theory of Anorexia Nervosa, 2006.
A review of various articles discussing the theory of anorexia nervosa.
1,125 words (approx. 4.5 pages), 2 sources, $ 44.95
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Abstract
This paper reviews the articles by Allan Kaplan, Christopher Fairburn, Roz Shafran, and Zafria Cooper. Kaplans article serves as a literature review of various therapies including cognitive behavioral theory, while the articles by Fairburn, Shafran and Cooper focus on how cognitive therapy works for people with anorexia nervosa.
From the Paper
"What is the best way to treat anorexia nervosa? Is one type of treatment better than another one? Why should research be spent on anorexia nervosa? These are important questions because "research shows that about one percent of female adolescents have anorexia. That means that one out of every one hundred young women between ten and twenty are starving themselves, sometimes to death" (ANRED). Anorexia nervosa does not only affect young women, but it can affect children as young as five and any adult including men. With this thought in mind, it is important to study different types of treatment including cognitive behavior. "
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Object Relations Theory in Personality Disorders, 2005.
Examines how object relations impact personality disorders.
1,125 words (approx. 4.5 pages), 4 sources, $ 44.95
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Abstract
This paper discusses the role that object relations plays in the development of narcissistic and borderline personality disorders by examining various theories of WRD Fairbairn, Ogden, Melanie Klein, and Winicott. The paper shows that these theorists borrowed from Freud and built their object relations theory based on traditional psychoanalytical theories and approaches.
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Cognitive Theory & Multicultural Counseling, 1999.
Critiques the utility of this theory in therapy for ethnic groups, women, elderly, bereaved & HIV patients.
3,375 words (approx. 13.5 pages), 13 sources, $ 119.95
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From the Paper
"COGNITIVE THEORY & MULTICULTURAL COUNSELING
Introduction
This research paper presents a critique of cognitive theory in terms of its utility for multicultural therapy. Cognitive theory is described. The cultural contexts discussed include African Americans, Latinos, Asians, women and elderly, bereaved, disadvantaged medical, and HIV-preventive populations. A critical analysis of readings with an integration of themes is offered.
Cognitive Theory
Cognitive theory is based on the notion that an organism must process information in an adaptive manner in order to survive. The theory states that data is accumulated, coded, categorized, and evaluated by schemas. Schemata are defined as.."
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Adlerian Theory and Its Personal Application, 2007.
This paper looks at Alfred Adler's theory of psychology, personality and development.
1,041 words (approx. 4.2 pages), 1 source, MLA, $ 36.95
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Abstract
In this article, the writer discusses that Alfred Adler argued, intriguingly, that all motivation is a product of a singular drive to achieve individual perfection or a personal ideal. The writer notes that this approach to psychological motivation and development has its critics, largely because few believe that achieving such an ideal is even remotely possible. Further, the writer points out that worse, many people who struggle towards perfection are left frustrated and depressed when they find they cannot achieve their goal, despite their best efforts. On a personal note it is related that the writer has been motivated to transcend the limitations of the past and make a better, more fulfilling life, in the truest tradition of Alfred Adler.
Journal Entry: Adlerian Theory and Its Personal Application
Journal Entry: An Adlerian Perspective
From the Paper
"Adler also differed from other psychologists of the day - and today -because of where he placed his focus and emphasis in studying individual motivation. Other theorists see motivation as the product of one's past. In other words, if an individual experiences Event A during childhood, then we should expect that that individual would perform Behavior B as an adult. This is one approach to the question of a motivation's origins. Adler, however, advocated teleology, which states that motivation is the act of moving towards the future, not being mechanically driven by the events of the past. Teleology is future-oriented and requires an individual to concede that while life may be hard or uncertain, one always has the ability to make choices that will change the nature of that life. Adler, then, saw motivation as a function of an individual's desire to achieve a particular goal, not simply as the product of past events beyond the individual's control. This differing perspective places a greater emphasis on the free agency of the individual to take control of his or her life and change it for the better."
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Cognitive Theories, Assumptions, Propositions and Application, 2005.
A brief study of various cognitive theories.
1,500 words (approx. 6.0 pages), 5 sources, APA, $ 49.95
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Abstract
This paper identifies three assumptions on cognitive development that may already be outdated or no longer apply to current developments and discusses propositions that may be accepted in the current period. Moreover, the paper compares and differentiates two great minds in cognitive theory, Bruner and Vygotsky.
From the Paper
"There are many ways in which cognitive development can be learned and studied, but I just want to point out three assumptions on children and human nature which might be problematic for educators, specifically early childhood educators. The separation of mind and body: It is usual to think that thinking from feeling and thinking from social interaction is separate. The cognitive becomes attached to the logical, reasoned, rule-governed, and thoughtful; non-cognitive becomes everything else, including the intuitive, the emotional, and the social. We assume that developments on the cognitive side of the fence can be isolated, observed, described and even fostered without direct involvement of non-cognitive processes (Siefert, 2002). Unfortunately, this assumption is far from the fact, that work with children routinely requires attention to the common influence of the cognitive and non-cognitive. Unfortunately, the facts uncovered about this assumption is still being used today and textbooks, research programs and entire academic careers are arranged in such a way."
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Theories of Personality, 2006.
A comparison of the theories of the ways in which personality may form.
879 words (approx. 3.5 pages), 4 sources, MLA, $ 31.95
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Abstract
This paper discusses the various ways of describing how personalities form. It then compares three of the ways in which personality may form, as described by Freud, Bandura and Skinner. This is then followed by a consideration of which theory seems most likely to be correct, as analyzed by the literature.
From the Paper
"The first theory that will be considered is that of Sigmund Freud. This theory is known as the psychodynamic approach. The basic idea of the theory is that personality is created due to an ongoing conflict between a person's subconscious biological drives and the needs of society imposed on a person. The common drives that Freud considers that everyone is born with are known as the id, the ego, and the superego. The id are the most basic drives and include the need to protect oneself and the need to reproduce. According to Freud, the id is completely selfish, has no logic, and has no awarerness of the outside world. The ego is the next part of an individual and works by controlling the id."
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Theories of Personality, 2004.
Examines theories by Albert Skinner and Sigmund Freud on anti-social behavior.
1,586 words (approx. 6.3 pages), 5 sources, APA, $ 51.95
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Abstract
Anti-social personality disorder is defined as ?a psychiatric condition characterized by chronic behavior that manipulates, exploits, or violates the rights of others. This behavior is often criminal.? (A.D.A.M., 2003). Another source describes adds that individuals with anti-social personality disorder violate the rights of others ?without remorse or loyalty to anyone? (Butcher, Mineka, & Hooley, 2004). The causes of anti-social personality disorder are not known, though many sources have provided theories that can be used to explain the development of the disorder. Two of these theories are considered in this paper. It begins with a consideration of Sigmund Freud?s theory and then looks at the theory of Albert Skinner. In each case, the theory is first described. This is followed by a consideration of how an individual would develop anti-social personality disorder based on the theory.
From the Paper
"In Freud?s theory, the focus is on the subconscious mind. Freud?s theory describes how every individual is born with a basic set of desires, which he calls the id. These are essentially selfish drives. Individuals then develops an ego, which works to control the id. As one source explains, the ego?s function involves ?seeking optimal compromises between the demands of biology and those of the real world" (Seamon & Kenrick, 1994, p. 421). The next stage of development is the superego, which is described as being developed at around age five. One source describes both the superego and its development saying, ?young children form a superego, or conscience, by identifying with the same-sex parent, whose moral standards they adopt? (Berk, 2004, p. 253). These three parts of the subconscious then combine and interact with the outside environment. This means that an individual determines their behavior based on both the subconscious and the demands of the outside world."
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