theories bandura/mischel

processes that determine what is atended to and therefore what is learned through observation

belief that acting a certain way n a certain situation will have  a certain consequence

an uninteded, or fortuitous, meeting of persons that has thepotetial to alter significantly the lives of those involved

those variables thought by mischel to determine how a person selects, percieves, interprets, and uses the stimuli confronting him or her

cognitive social person variable that descrives what a person know and what he or she is capable of doign

according to mischel, the persistent belief that human behavior is more cinsistent than is indicated by experimental evidence

postponement of a small, immediate reinforcer in order to obtain a larger, more distant reinforcer

reers to the fact that there is often a  ong delay between when something is learned observationally and when that learning is translated into behavior

expectancies that do not result in effective interactions with the environment

cognitive social person variable taht determines which aspects of the environment are slected for attention and how those aspects are interpretted by the individual

cognitive social person variable that determines how individuals anticipate events in their lives

reinforcemnt that results from sources outside of the person

within social-cognitive theory, freedom is determiend by the number of opions available to people and their right to exercise them

conscious planning and intentional execution of actions that influence future events

any theorist who contends it is the interaction of person variables and situation variables that determines behavior at any given moment

self-reinforcement

behavior that is in accordance with internalized moral principles

those processes that determine the circumstances under which learning is translated into behavior

those processes taht determine what behavior a person is physically capable of performing

learning taht results from attending to something

type of modeling that requires the observer to participate in the modeling experience

what a person believes he or she is capable of doing

those standards that must be met or exceeded before one experiences self-reinforcement

variables contained within the person that determine how he or she responds to a situation

mischel's quantification of the amount of consistency found in human behavior

within social-cognitive theory, any procedure that corrects dysfunctional expectancies

contention that person variables, situation variables, and behavior constantly interact with one another

within social-cognitive theory, this provides information concering what behavior will be effective in a given situation 

those processes that determine how experiences are encoded into memory for possible future use

ability to tolerate a delay in gratification

what a perosn is actually capable of doing

expectancy one has concerning one's ability to engage in effective behavior

cognitive mechanisms a person can employ to escape the self-contempt that ordinarily results when a person acts contrary to an internalized moral principle

behavior governed by intrinsic reinforcement and punishment 

cognitive social learning person variable that determines the circumstances under which an individual experiences self-reinforcement and self-punishment

variables in the environmet that provide the setting in which person variables manifest themselves

name given to Bandura and Mischel's theory because of its emphasis on the social and cognitive origins of human behavior

belief that one environmental event will be folowed by another specific event that has been consistently associated with the first event in the past

cognitive social person variable that determines under what circumstances a person will translate what has been learned into behavior

modeling involving something other than a live human, for instance, a film, television, instructions, reading material, or a demonstration

therapetic procedure whereby a client is asked to imagine a series of interrelated anxiety-provoking scenes until they no longer cause anxiety

punishment that comes form observing the negative conseqences of another person's behavior

reinforcement that comes form observing the positive consequences of another person's behavior