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Applying Cognitive-Affective Processing System (CAPS) Theory to Cultural Differences in Social Behavior
Published in Walter J. Lonner, Dale L. Dinnel, Deborah K. Forgays, Susanna A. Hayes, Merging Past, Present, and Future in Cross-Cultural Psychology, 2020
Rodolfo Mendoza-Denton, Yuichi Shoda, Ozlem Ayduk, Walter Mischel
Mischel and Shoda’s (1995) Cognitive-Affective Processing System (CAPS) theory is an approach to personality which integrates insights from connectionism with recent theories of cognitive and social information processing (e.g., Anderson, 1983; Bandura, 1986; Cantor & Kihlstrom, 1987; Hinton, McClelland, & Rumelhart, 1986) within a comprehensive theoretical framework. It proposes that behavior is mediated by a set of cognitive-affective units (CAUs)--a person’s encodings, expectations and beliefs, affects, goals, and competencies as well as self-regulatory plans- which are organized within a stable activation network that reflects the learning history of the individual. The organization of relations within the person’s processing network may remain relatively stable and invariant across situations. However, as the individual moves from one situation to another, different mediating units and their characteristic interrelationships become activated in relation to different situational features. Thus, the model predicts that behavioral stability lies in the meaningfully patterned expression of behavior in relationship to situations--if A, then a person reliably does X, but if B, then she or he does Y. The stability of these if… then patterns of situation-behavior relations has been supported through extensive observational studies (e.g., Shoda, Mischel, & Wright, 1994; Mischel & Shoda, 1995).
Mental Health: Toxic Stress, Peer Victimization (Bullying), Anxiety, Depression
Published in Hilary McClafferty, Integrative Pediatrics, 2017
Targeted interventions can be directed towards specific individuals in the bullying triad. Programs have been evaluated that address antisocial behavior in early childhood and provide longitudinal intervention and academic tutoring. One example is Fast Track, where target areas include social information processing, social problem solving, emotional understanding, self-control and communication skills. Involvement of parents in the training is another important element (Juvonen and Graham 2014).
Theories of aging and adaptation
Published in Peter G. Coleman, Ann O’Hanlon, Aging and Development, 2017
Peter G. Coleman, Ann O’Hanlon
The benefits and strengths of this model lie in its complexity and detail. In contrast to earlier views of the representational self as being unitary and integrated, Crittenden joins other researchers who assume a much more complex model of the self. For instance, Markus and Wurf (1987) describe how researchers have moved away from a static and fixed model of the self and towards an understanding of the self-structure as an ‘active … multidimensional, multifaceted dynamic structure that is systematically impacted in all aspects of social information processing’ (p. 301). Crittenden and Claussen (2000) also make reference to the self as a process that is continually adapting and changing to meet ongoing challenges. Also, the method of assessment lies in a series of comparisons between memory systems, which is outside the conscious awareness or control of most individuals.
Associations Between Peer Relationships and Cyber Aggression: A Three-Level Meta-Analysis
Published in Journal of School Violence, 2023
Guangming Ran, Jing Ren, Qi Zhang, Huizhen Fan
The association between the negative dimension and CA was positively related, which indicates people tend to conduct aggressive behaviors when suffering bad peer relationships. GST identified that the presentation of noxious stimuli was a source of stress (Agnew, 1992). Individuals, who have experienced this stress, may bully others whether in real life or online (Ak et al., 2015). Social information-processing (SIP) model can explain the result as well. SIP mechanisms were related to aggression. Being sensitive to aggressive cues, victims are more likely to make hostile attributions, generate revenge-related goals, and perform aggressive behaviors (Van Reemst et al., 2016). Additionally, according Frustration-aggression theory, people who suffered frustrated situation are prone to engage in aggressive behaviors (Bai et al., 2020). The relationship between negative peer relations and CA is considerably stronger than the positive dimension findings. In addition, studies have found that targets of bullying are at higher risk of depression and attempted suicide than those not involved in bullying (Bauman et al., 2013). These findings highlight the importance of reinforcing positive peer relations and reducing bullying using programs such as Olweus’ Bullying Prevention Program (OBPP). Programs which increase resilience and which help youth resist or reinterpret others’ behavior may also improve youth’s ability to cope with frustrating and difficult situations and reduce CA retaliation.
A Study on the Effects of Responsive Outpatient Aggression Regulation Therapy for Juveniles
Published in International Journal of Forensic Mental Health, 2023
L. M. Hoogsteder, P. Oomen, N. Sweers, J. Hendriks
To explain aggressive behavior in relation to cognitive and emotional processes, Re-ART uses the cognitive behavioral therapeutic model (CBT model; Beck & Haigh, 2014). This model is based on the social and cognitive learning theory and assumes that aggressive behavior is a consequence of the individual applying dysfunctional schemata. These schemata play a central role in social information processing and determine emotional reactions and behavior. Dysfunctional schemata are described as powerful beliefs and expectations which are formed based on experiences in childhood and adolescence (Van Wijk-Herbrink et al., 2018). As well as the impact of dysfunctional schemata, executive dysfunction (working memory, cognitive flexibility and inhibition) has also been connected to the development and continuation of aggressive behavior (Van Nieuwenhuijzen et al., 2017). The amount of behavioral inhibition (impulse control) is an important predictor for aggression (Tonnaer et al., 2016). Impulsivity and reduced emotion regulation are amplified through the experience of significant amounts of stress (Maier et al., 2015; Sandi & Haller, 2015). An increasing amount of research suggests that stress influences the development and continuation of externalized problem behavior, including aggressive behavior (e.g., Lee & DiGiuseppe, 2018; Tielbeek et al., 2017). When under stress, the brain enters a survival mode (fight/flight), with faster aggressive reactions (Rocque et al., 2015). Stress in juveniles and their parents plays a role in the development of persistent anger (Dijkstra et al., 2015).
Leader Sex and Employee Power Distance Orientation as Boundary Conditions of the Relationship between Leader Humility and Leader-Member Exchange
Published in Human Performance, 2021
Peng Wang, Scott Dust, Zhen Wang
Aligning with SIP theory, the assumption is that followers will universally interpret the signals being sent by humble leaders as appropriate and ideal (Owens et al., 2013). However, social information processing is multi-dimensional, such that the cues being delivered by leaders will be filtered and interpreted through the unique lens of the follower (Salancik & Pfeffer, 1978). Along these lines, we sought to evaluate two contextual variables that are likely to influence whether followers will continue to perceive and react favorably to humble leadership via SIP theory. The first contextual variable of interest is the leader’s sex, and the second is employees’ power-distance orientations (PDO), defined as the extent to which lower-ranking individuals (i.e., followers) accept and expect higher ranking individuals (i.e., leaders) to have more power (Eagly & Karau, 2002). Both leader sex and power distance instigate strong employee reactions regarding assumptions about leader behavior. Further, they each influence SIP process from different angles. Leader sex is an actor-based construct and employee PDO is an employee-based construct; both of which should influence employees’ perspectives regarding the interpretations of humble leadership.