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Cognitive Theory - Kelly's Personal Construct Theory (Structure of…
Cognitive Theory - Kelly's Personal Construct Theory
View of Science of Personality
not true or false, instead "does the theory enable one to do some useful things that one could not do without the theory?"
view of science first, then the person
constructive alternativism
using parts from many theories
construe events to make sense
View of the Person
scientists and laypersons use constructs to predict events
"person as scientist" metaphor critical
consequences
oriented towards future
laypersons can integrate theories
people do not passively respond to the environment
Kelly's Personality Construct
automatic, categorize events, distinguishible
must have similarity pole (2 same things) and contrast pole (1 diff thing)
interpersonal consequences
diff constructs = failed communication
ppl reveal themselves in how they describe others
types
verbal
preverbal
Construct system
convenience
range
all useful constructs
focus
particular useful construct, max useful
core/peripheral
core
basic constructs for functioning
peripheral
less basic, can be altered easier
Structure of constructs
hierarchical
differ in breadth and inclusiveness
superordinal
broadest construct
subordinate
narrow / specific
constructs are interrelated
constructs can conflict
measuring contructs
Role Construct Repertory test (REP)
name important people 2. pick 3, 2 alike, 2 diff 3. determine constructs
does it work?
Grice 2004
REP vs Big 5
only partly overlapped
Cognitive complexity/simplicity
A complex construct contains many structures that do not overlap
provides expertise
better at iding differences in people and events
Bieri
REP test on students - more constructs meant they could predict behaviour and recognize differences
high complexity
use inconsistent information to form an impression
related to high Opennes
low complexity
form impression consistent by rejecting inconsistent information
how war is starts
Linville
people differ significantly in their levels of self-complexity
Development
more complex with age
qualitative changes in childrens constructs
understanding other's constructs
empathy
Sechrest
exposure to more cultures gives kids more complexity
Cross
Cognitively complex kids are given more chances to become autonomous
psychopathology
efforts to avoid
fear: when a new construct appears to be about to enter the system
threat: awareness of imminent comprehensive change in one's core structure
ex. students and failure
anxiety: outside range of convenience
protective devices
submerge
suspend
fixed role therapy
gives new constructs, try to change personal onstructs