512 Part VI Learning-Cognitive Theories
preexisting self-conceptions. In achievement situations, such as painting pictures, play-
ing games, or taking examinations, we pay attention to the quality, quantity, speed,
or originality of our work. In interpersonal situations, such as meeting new acquain-
tances or reporting on events, we monitor the sociability or morality of our conduct.Judgmental Process
Self-observation alone does not provide a sufficient basis for regulating behavior.
We must also evaluate our performance. This second process, judgmental process,
helps us regulate our behavior through the process of cognitive mediation. We are
capable not only of reflective self-awareness but also of judging the worth of our
actions on the basis of goals we have set for ourselves. More specifically, the
judgmental process depends on personal standards, referential performances, valu-
ation of activity, and performance attribution.
Personal standards allow us to evaluate our performances without comparing
them to the conduct of others. To a profoundly handicapped 10-year-old child, the
act of tying his shoelaces may be highly prized. He need not devalue his accomplish-
ment simply because other children can perform this same act at a younger age.
Personal standards, however, are a limited source of evaluation. For most of
our activities, we evaluate our performances by comparing them to a standard of
reference. Students compare their test scores to those of their classmates, and tennis
players judge their personal skills against those of other players. In addition, we use
our own previous levels of accomplishment as a reference for evaluating present
performance: “Has my singing voice improved over the years?” “Is my teaching abil-
ity better now than ever?” Also, we may judge our performance by comparing it toObserving our own performance is a first step in self-regulation. © Image Source/Getty Images