Notes for Test 3
Study guide
for the third test!
Current Lectures:
3/21/05
3/23/05 3/25/05
(movie, no notes) 3/28/05
3/30/05
4/01/05 4/04/05 4/06/05
4/8/05 4/11/05
4/13/05
4/15/05
Old Lectures:
3/15/04 3/17/04 3/19/04 3/22/04 3/24/04
3/26/04 3/29/03 3/31/04
42/04 4/5/04
4/7/04
3/21/05 Prenatal development
all the lecture notes are on the Prenatal
slide show!
BACK TO TOP
3/23/05 Physical Development
infant development slides
I. Birth
A. Stages of labor
1. early stage: 0-3cm
2. middle stage; 3-7cm
a. regular
contractions
b. mom is
still able to walk and talk
3. hard labor: 7-10cm
a. regular
and fast
b. mom HURTS
4. transition: mom gets almost an
out of body experience
5. delivery:
a. push baby
out
b. push
placenta out
B. Give the baby its first test
1. Apgar test
a. score of 7
or higher out of 10
b. below 4 is
critical
2. given at 1 and 5 minutes after
birth
3. 10 point scoring system: based on
5 factors (0, 1, or 2)
3. The Apgar Test: see infant
development slides
2. Brazelton inventory: infant
reflexes
a. Blink
b. Knee jerk
or patellar reflex
c. Palmar or
Darwinian grasp
d. Moro
reflex
e. Stepping
or swimming reflex
f. Rooting
and sucking reflex
C. motor development
1. cephalocaudal: head to toe
2. in to out: gross motor to fine
motor
3. tremendous differences in
individual babies
a.
differences in abilities
b. experience
II. Physical development during the first year:
A. Development occurs cephalocaudal:
1. head to toe
2. gross to fine
3. in to out
4. many individual differences
a. depends on actual age at birth
b. depends on stimulation
c. depends just on individual differences
B. Basic progression of motor development: (Shirley, 1933)
1. 0 months: fetal position
2. 1 month: chin up
3. 2 months: chest up
4. 3 months: reaches and misses
5. 4 months: sits w/support
6. 5 months: sits on lap, can grasp object
7. 6 months: sits on high chair, grasps
dangling object
8. 7 months: sits alone
9. 8 months: stands w/help
10. 9 months: stands holding furniture
11. 10 months: creeps/crawls
12. 11 months: walks when led
13. 12 months: pulls to stand by furniture
14. 13 months: climbs stairs (not walks up)
15. 14 months: stands alone
16. 15 months: walks alone
. C. Preschool years
1. gain 4-5 pounds and 3 inches/year
2. by age 6: about 43 inches tall, 45 pounds
3. internal changes:
a. skeletal maturity-
ossification of bones
b. lose pot-bellied
look
c. much brain growth till
about age 5- myelination
4. motor skills:
a. gross comes first
b. then fine
c. girls ahead of boys
at this point
5. huge change is self-help skills
a. toileting
b. dressing
3/25/05 Gender Differences
Movie on Gender differences in development; may be viewed
in the lab: Felmley 230.
BACK TO TOP
I. Jean Piaget: Piagetian developmental theory
A. cognition = act of knowing
1. learning
about your world is an active process
2. include
activities such as thinking, imagining, creating and problem solving
B. Stage theorist
1.
criticism of this theory: Piaget claims children develop in strict order and age
2. in
reality: children develop at their own pace
3. stages
are used to characterize the norm
C. two critical processes
1.
assimilation: take information and organize it into your existing schemas
2.
accommodation: changing the existing schema to fit new knowledge
3.
organization vs adaptation
II. Four stages of development
A. Sensorimotor development
1. birth to
about age 1.5 to 2 years old
2.
integrate and build on their reflexes: learn how to move voluntarily
3. they
learn their actions produce reactions
4. object
permanence: learn that objects are permanent
B. preoperations:
1. age 1.5
to 2 to about 6 sometimes 7
2.
transition in thinking: they get some rudimentary logic, but it is illogical
3. very
EGOcentric
a. world = them
b. cannot take another’s position
c. they believe that all things have feelings
d. sun rises and sets for them
4.
mental representation:
a. language
b. deferred imitation
c. symbolic play
5.
mental operations: thinking
a. begin to classify objects
b. rote count but they do not know one to one correspondence
c. no reversibility of set
i. 3 + 5 = 8
ii. 5 + __ = 8
d. no conservation of set
e. rule bound
C. Concrete operations
1. ages 6
to 7 to about junior high
2. not all
adults will make it to the next stage
3. less
egocentric- develop empathy
4.
idealists
5. gain
better sense of logic
6. good
language use
7.
manipulate numbers and words- still needs to be concrete
8. example:
a. trouble with: 3 + x = 8
b. get: 3 + __ = 8
c. show good conservation and reversibility
9.
develop their first awareness of living vs death
a. death = forever
b. understand that inanimate objects generally aren’t alive
D. Formal operations
1. develop
abstract analytic skills
2. abstract
logic
3. conquest
of thought: you master thinking
4. draw
logical conclusions from ambiguous information
5.
strategies in thinking develop
6.
metaphorical speech; do advanced math
Edith is fairer than Susan
Edith is darker than Lilly
Who is the darkest of the three?
BACK TO TOP
3/30/05 Social Development
slides on social development
I. Social development
A. Parent infant interactions
1. newborns at birth: incredibly
interactive
a. recognize
parent's voice
b. within
hours after birth, recognize parent's face and smell
c. smiles are
reflexive: smile when they feel good
2. by 6-7 weeks: social smiling
3. turn taking from birth
a. babies are
in control
b. babies
look then turn away
B. vocal communication:
1. crying as communication
a. pain cry:
high pitched and frantic
b.
hunger/discomfort: fuss that slowly becomes rhythmic
c. fuss cry:
uneven whimper
C. adult speech to babies
1. adults posture changes
2. sing song speech
II. Attachment
A. most important of all infant emotions
1. love: strong, enduring bond
between the infant and the caregiver
2. promote physical and cognitive
development as well as social development
3. attachment occurs over about 1 ½
to 2 years
B. two important fears to develop that are markers of firm
attachment
1. fears first develop at about 6-8
months; reappear at 12 months; final time at 20-24 months
2. stranger anxiety: afraid of
strangers
3. separation anxiety: cry, turn to
and cling to parent
a. rank order
of parents
b. mom, then
dad, then caregiver
C. Several phases of attachment process
1. preattachment phase: birth to
about 2 mos
a. child is
less picky about who the caretaker is
b. anyone is
okay as long as they snuggle
2. initial attachment period:
a. 2 mos to
about 6 mos
b. Wariness
of strangers
c. Like
parents best
d.
Discriminate between parents and stranger
3. strong attachment phase
a. 6 mos to
forever
b. Show the
two fears
D. transition from parent as primary caretaker to
independence
1. lovie or transient object
2. toy or an item that
"replaces" mom or dad
3. infancy to grade school: parents
are your primary attachment
4. junior high: friends
5. high school/college: significant
other
E. individual differences in attachment
1. securely attached children: show
strong fears; run to parent when scared
a. strange
situation test
b. put child
in strange room with strange toys
c. mother
leave or turn her back and ignore
d. cries for
parent, runs to her upon her return
e. 92-95% of
children are securely attached
2. anxious attachment
a. child
clings to parent
b. cries and
whine whether the parent is near or far
c. anxious
about the parent leaving
d. anxious
parents
e. 2-3%
3. avoidant attachment
a. children
avoid or do not respond to parent
b. when
afraid, the child goes off alone
c. rocking,
digit sucking
d. depression
in parent or child
e. 2-3%;
attachment disorder
f. Foreign
adoptions from former soviet block countries
III. Importance of attachment
A. Harry Harlow
1. original hypothesis: love =
reinforcement for getting food
2. rhesus monkeys
a. normal
group; raised by parents
b. isolate
group: wire cage
c. isolate
group: wire monkey moms
i. wire mom: bottle
ii. wire mom covered in terry cloth and was soft
3. outcomes:
a. normal
group was normal
b. isolate no
mom: died
c. wire mom
group:
i. preferred the soft mom
ii. left soft mom only to eat
iii. if afraid: ran to soft mom
4. in adulthood: wire mom group
a. lousy
social skills
b. sexual
dysfunctions
c. couldn't
reproduce even though they were interested
d. lousy
parents: sat on their babies, they dropped babies
e. monkey
therapy could repair the damage- put them with slightly younger monkeys
B. human studies
1. Spitz: institutionalized infants
a. Orphanage
raised babies
b. Prison
raised babies
c. Prison
raised babies were remarkable- above typical developmental norms
2. Bowlby: orphanage babies
a. Found one
wing of an orphanage with almost no deaths; rest of the orphanages had about a
50% mortality for the first year
b. Babies
lived when
i. Held
ii. Talked to
iii. Color in their environment
c.
recommendation:
i. for first 6 months: babies should be held
ii. talk to baby
iii. give babies things to look at
C. conclusions
1. humans need contact
2. research is showing that adults
need hugs and affection
3. children need consistency and
continuity
BACK TO TOP
4/01/05 Adolescence, adulthood and
death and dying
I. Adolescence and adulthood
A. define adolescence?
1. ages
what to what?
a. 12 or 13 to 18? 21?
b. What are college students?
2.
define in terms of behavior
a. independent of parents financially and emotionally
b. in this country we aren’t sure when adolescence ends
3.
adolescents, particularly young adolescents have some quirks
a. idealistic rebellion-rebel against parents, authority figures
b. egocentrism: they are very self centered
c. identity crises: they are finding out who they are
d. parents are in their own identity crisis: the parents must deal with
who THEY have become
e. sexual crises in both the adolescent and parent
i. adolescent is dealing with becoming sexual
ii. parent dealing with the loss of fertility
f. authority issues:
i. adolescent is trying to become independent of family
ii. parents are trying to keep the family from leaving
g. value changes:
i. adolescents become more liberal
ii. adults: more conservative as they age
B. Middle age (late 20’s to late
50’s)
1. more
cautious in middle age
2. oriented
to past and the way things were
3.
realistic to cynical
4. worried
about status quo- keeping up with the Joneses
5.
responsibility to family
a. sandwich generation
b. taking care of children
c. taking care of elderly parents
6.
physically: age
a. high point of physical development is late teens and early 20’s
b. rate of decline is related to lifestyle
c. hormonal changes
d. sexual behavior maintains throughout the life span
7.
cognitive changes:
a. slow decline
b. due more to overload than loss of ability
c. crystallized intelligence: accumulated knowledge increases
d. fluid intelligence lessens: this is problem solving or hands on
intelligence
e. active minds = less loss
II. Death and dying
A. Stages of death and dying: Dr.
Elizabeth Kubler-Ross
1. denial:
there is nothing wrong
2. anger:
angry at death
3.
bargaining: if only…..
4.
depression: become depressed about impending death and give up
5.
acceptance: embracing death
B. help is out there:
1. help
person complete unfinished business
2. respite
care: caretaking to relieve the family temporarily
3. hospice
care: care that provided comfort in last days
C. Spiritual needs of dying
1. need to
find meaning of life
2. search
and question regarding life
3.
questions answered honestly
4. love and
touch
D. rights
1. treated
like a human being through their death
2. physical
needs met
3. beauty
needs met
4.
participate in their own decision about their care
5. nursing
care:
a. comfortable
b. hydration if that is their wish
c. nutrition should be continued if they wish
d. positioning
e. family involvement
E. signs of impending death
1. organ
failure
2. blood
pressure problems
3. heart
arrhythmias
4.
breathing difficulties
5. skin
color may change
6. sleep
more or become more detached from reality
7. just
prior to death: may suddenly improve, then die
F. support the family in death
1. need to
be there at the death
2. others
can’t watch the death
3. time
with the body
4. funerals
can be time for resolution
BACK TO TOP
4/4/05 Intelligence and Intelligence Testing
Note: This is the only information on
intelligence that will be on the test. If you missed lecture, you might refer
back to pages 223-233.
I. Intelligence
A. definition of intelligence? More questions than answers
1. usually we refer to IQ
2. I.Q. = intelligence quotient =
score on a test
3. is there one intelligence or many
kinds of intelligence?
4. is intelligence stable over the
lifetime
5. cultural differences in
intelligence
6. disabilities and intelligence
B. Many theorists who define intelligence
1. Guilford: structures of intellect
a. Three
major tasks to intelligence
i. Mental operations
ii. Content
iii. Products of mental operations and content
b. 15
substructures for each of these
2. Spearman: 2-factor theory
a.
Intelligence is a process not a structure
b. Two types
of intelligence:
i. G-factor: general or overall intelligence
ii. S-factor: specific intelligences (strengths and weaknesses)
3. Thurstone: Seven primary mental
abilities
a. NO overall
intelligence
b. Instead
there are seven basic abilities
c. Basic
abilities
i. Verbal comprehension
ii. Numerical ability
iii. Spatial relations
iv. Perceptual speed
v. Word fluency
vi. Memory
vii. Inductive reasoning
4. Neuroscience approach to
intelligence: 7 categories
a. Howard
Gardner
b. Need to
include non academic or non school intelligences
c. 7
intelligences
i. Linguistic intelligence
ii. Musical intelligence
iii. Logical mathematical intelligence
iv. Spatial intelligence
v. Bodily kinesthetic
vi. Intrapersonal intelligence: knowledge of yourself
vii. Interpersonal intelligence: people skills
5. 7-hour retarded child: child
who is "retarded" in academic skills but excels in life skills
II. IQ Tests
A. Test making:
1. two key aspects of any
psychological test:
a.
reliability
b. validity
2. reliability: consistency in
score
a. upon
retest your score is similar
b. careful:
new versions of the test
3. validity: testing the construct
(the concept) that you are supposed to be testing
a. IQ tests
should test intelligence
b. (aren't
sure what intelligence is)
c. Several
kinds of validity:
i. Criterion validity: does it correlate with another test
ii. Predictive validity: the test should predict some behavior or outcome
B. Two basic kinds of test:
1. projective tests: open ended with
ambiguous stimuli and need interpretation
2. objective tests: set answers
(multiple choice or true false)
III. Intelligence tests
A. History of intelligence tests
1. late 19th century: French needed a
way to separate out school kids
a. Trade
school vs college prep
b. Pick up
less intelligent from more intelligent
2. Alfred Binet: basic
intellectual abilities
a. Verbal
ability
b. Practical
problem solving
c. Social
competence
3. test is used widely in France
prior to WWI
4. WWI then extensively in WWII
a. Needed a
test to determine officers versus grunts
b. Army Alpha
(literates) and Army Beta (illiterates)
5. Stanford University adapts
Binet test for American use
a. Developed
the Stanford-Binet IQ test
b. Now used
in schools and hospitals and just about everywhere
B. Stanford Binet
1. measures general intelligence
2. gives one score only
3. used to use this equation:
a. Mental
age/chronological age x 100
b. MA/CA *
100
c. Average IQ
is 100
4. chronological age: physical age
in years months and days
5. mental age: score you get where
you fail all the questions
6. problems: top chronological age
is 16
7. problem is that it only gives a
single score
C. The Weschler series
1. three tests for three age groups
a. WPPSI:
Weschler preschool and primary scale of intelligence
b. WISC:
Weschler intelligence scale for children
c. WAIS:
Weschler adult intelligence scale
2. multiple scales:
a. give an
overall score
b. verbal
score
i. comprehension:
ii. information
iii. arithmetic
c.
performance scale
i. object assembly
ii. picture completion
d.
perceptual speed
3. specialized IQ Tests
a. Kaufman
series is specially designed for nonverbal people
b. Foreign
language versions of IQ tests: federally mandated that children are tested
in their native tongue
c. Group IQ
tests: imbedded into our school achievement tests: Slosson
4. What is normal, gifted and
retarded?
a. Normal is
within 15 points of 100: 85-115
b.
Retardation is 70 or below
1. mild: 55-70
2. moderate: 30-55
3. severe profound: below 30
5. gifted: generally 120 or higher
a. varies by
district
b. only 3-5%
of district can be gifted
BACK TO TOP
I. Personality
A. mood vs personality
1. mood: short term, moment to moment
and situational and highly variable
2. personality: stable over time;
general characteristics
3. definition: relatively stable
pattern of behavior, thought and emotion which characterizes the individual
B. variety of theories about personality
1. new theory: trait theory
a. based on
statistics
b.
characterize personality based on descriptors and norms
2. physiological theories: brain
development
3. cognitive behavioral approaches
4. psychodynamic theories: Freudian
theories
5. neofreudians: New versions of
Freudians
6. humanistic theories: based on the
essence of goodness
II. Trait theorists:
A. characterize personality based on basic traits or basic
parts of personality
1. two approaches:
a.
idiographic: study individuals over long periods of time
b. nomothetic:
study groups of people at various ages
2. study changes across the
lifetime
3. characterize certain ages
B. Gordon Alport: Cardinal, central and secondary traits
1. statistician
2. pattern of characteristics or
traits
3. longitudinal: studied individuals
over long periods of time
4. trait: predisposition to react to
environment in certain ways
5. Cardinal traits:
a.
overwhelming traits: these overwhelm all other aspects of personality
b. dominate
the personality
c. few people
have a cardinal trait
6. central traits:
a. major
personality characteristics
b. most
people have 5 of these
c. 5 best
descriptors of you
7. secondary traits
a. traits
that are there but unimportant in comparison to central traits
b. food
preferences
c. color
preferences
C. Adler:
1. Vienna circle: group of Freud's
friends
2. psychodynamic statistician
3. birth order
a. first
borns:
i. most likely to succeed
ii. most likely to be best in school
iii. most likely to have mental health issues
iv. most independent and most likely to leave home
b. middle
kids:
i. most social and most socially skilled
ii. peace makers
iii. most risky behaviors
iv. act out the most
v. most likely to commit a crime
c. last
born:
i. most dependent on parents
ii. most immature
iii. most creative and best at performance activities
iv. least academic performance and least likely to leave home
d. only
children look a lot like first borns only they may be more spoiled
4. Napoleonic complex:
a. People
make up for inferiorities by enlarging or magnifying their superior traits
b.
Compensation
c. Short:
"act tall"
III. Psychodynamic theories
A. based on Freud
1. Freud was a physician
2. from Vienna, Austria
3. Victorian era:
a. Late
1800's to late 1930's
b. Sex is
both hidden and perverted
c. Women's
roles are very constrained: limited role in society
4.Freud is Jewish
5. Freud's patients will be
Rich Jewish women
Pissed off at husbands
Oversexed but afraid of sex
Hate their societal role
6. bad cocaine habit
B. three parts of personality
1. all personality stems from two
"instincts"
a. eros: life
instinct
b. thanatos:
death instinct
2. three parts:
a. ego:
conscious self
i. it is aware of the world
ii. mediate between id and superego
b.
superego: conscience
i. guilt complex
ii. tells you to be perfect
iii. not reality based
c. id:
i. absolutely pleasure based
ii. if it feels good: do it
iii. ignore consequences
iv. not reality based
BACK TO TOP
4/8/05 Psychoanalytic Theories
I. Psychoanalytic theories
A. Freud has three parts to his personality
1. ego: conscious contact
a. reality
based
b. mediate
the id and superego
2. superego: unconscious
a. you are
NOT aware of its influence
b.
conscience, morals
c. overly
idealistic
d. perfection
seeking
3. id: unconscious
a. you are
also not aware of the id's influence
b. reward
centered/pleasure centered
c. if it
feels good you should do it
d. doesn't
consider consequences
B. Freud's defense mechanisms
1. ways that the ego moderates or
controls the effects of the id and superego
2. eight major defense mechanisms
typically seen in people
a. denial:
deny the problem exists
b.
repression: memory of an event that is put into the unconscious
c.
projection: project your feelings onto another
d.
displacement: you can't show your feeling to the actual target, so you shift
your feelings to a safe target
e. reaction
formation: react opposite of the way you feel- cover up your anxiety
f.
rationalization: rationalize your way through the problem
g.
intellectualization: you intellectualize the problem- make it academic
h.
sublimation: take an unacceptable impulse and turn it into an acceptable
behavior
C. formation of your personality through psychosexual
stages
1. birth to 2: ORAL stage
a. focus is
on the mouth
b. pleasure =
mouth
c. if you do
not get sufficient stimulation through the mouth during this period- thwarted in
your development
d. in
adulthood still seek pleasure through the mouth
i. oral fixations: smoking, pencil chewing, sucking, chewing gum
ii. sarcastic and gullible
iii. oral sex
2. anal stage: preschool years
(2-4)
a. pleasure
surrounds your bowels
b. big event
during this time period: potty training
i. learning to delay gratification
ii. learn to "hold it"
c. in
adulthood:
i. anal retentive: overly neat and compulsive
ii. anal exulsive: messy, procrastinators, they are always late
iii. anal sex
3. phallic stage: early
gradeschool (4-8)
a. developing
your sex roles and sexual behavior
b. boys:
Oedipus complex
i. first love: mom
ii. dad is a threat to boy
iii. castration anxiety: fear the loss of their penis
iv. must occur for appropriate sexual development
v. in adulthood: boys marry women just like mom
c. girls
according to Freud
i. incomplete- lack a penis
ii. compensatory behavior: act like boys
iii. give birth to a male child
d. Anna
Freud and neofreudians state: electra complex
i. Penis envy: you want a penis; want male benefits
ii. Love with father: electra complex
iii. Girls marry boys who are just like dear old dad
4. latency stage in middle
childhood
5. teen years: genital stage where
your unresolved issues return as adult issues
II. NeoFreudians: Carl Jung
A. part of the Vienna Circle
1. group of Freud's followers
2. lessen the impact of sexual
behavior
3. keep unconscious
B. Carl Jung's model (Swiss physician)
1. libido is life instinct (not
sexual instinct)
2. three parts to personality
a. ego: same
as Freud
b. personal
unconscious: experiences and thoughts and emotions that are yours and are buried
in the unconscious
c. collective
unconscious:
i. contain all the thoughts, emotions and experiences of humanity passed down
through the ages
ii. psychic instincts
iii. form archtypes
3. Archtypes: unconscious
symbolism that represents the collective unconscious
a. Self:
organizing core of personality: wholeness and unity of self
b. Persona:
public, conforming artificial self
c. Cloak the
self to create the persona: uncloaking or undressing represents freeing of self
d. Darks and
shadows: anything dark or black (clothing or fur) represents evil or unknown and
possibly unsafe
e. Light and
white represents goodness
f.
Animus/anima: animals represent the impulsive, immature and child side of you
(sexual)-femininity and masculinity
g. Wise old
man: spiritual wiseness and knowledge
h. Magna
mater or mother earth: knowledge of the earth
i. God:
psychic reality: realization of external reality beyond yourself and
your being
j. Quaternity:
oneness with the universe
BACK TO TOP
4/11/05 Psychoanalytic theories and
Personality Testing
I. Jung's theory
A. review: how Jung differs from Freud
1. less emphasis on sex
2. unconscious part of personality is
still critically important
3. three parts:
a. ego:
conscious part
b. personal
unconscious: id/superego together for you personally
c. collective
unconscious: all the experiences of all humankind in your unconscious
4. Archtypes as expressions of
collective unconscious
a.
Psychically inherited
b. (Jung and
Freud are dualists)
c. In all we
say and do, our archtypes are expressed-
i. Literature
ii. Stories
iii. Behavior
d. symbols
and symbolism
5. archtypes
a. self: get
into contact with your true self, your organizing self
b. persona:
cloaked or public self (in comparison to true self)
i. disrobing = finding true self
ii. nakedness = true self
c.
evilness = shadows
i. darkness = evil or unknown
ii. black = evil; reflecting your fears or your inferiorities
d.
animals: animus and animae
i. gender identity
ii. maleness or femaleness
iii. repressed animal instincts
iv. immaturity
e. wise
old man: spiritualness and supreme knowledge
f. magna
mater: mother earth
g. God:
psychic reality-understanding of the universe
h. Quaternity:
ideal completeness
B. both freud and Jung and the other psychoanalytic
psychologists believe in
1. latent content of dreams and
stories
2. manifest content of dreams and
stories
3. hidden meaning behind stories and
dreams
4. Rapunzel:
a. Princess-
long hair
b. Evil
King/queen
c. King puts
her in tower-tall tower
d. Prince
Charming comes and rescues her-climbs her golden hair
II. Personality tests
A. remember that tests must do two things
1. must be reliable: get the same
results upon re-testing
2. must be valid: the test must be
accurately testing the construct (idea) it was designed to test
B. two basic kinds of personality tests:
1. projective tests:
a. ambiguous
stimuli
b. you put
your personality into the answer
c. no
"right" answer, but there are "more right" answers
2. objective tests:
a. multiple
choice or true/false
b.
self-report tests (you answer the questions by yourself)
c. there is a
supposed correct answer
C. Projective tests
1. Rorshach inkblot test
a. Series of
inkblots
b. Restricted
series: must have a license to purchase; you must have taken coursework to give
the test
c. Your
verbalizations are insight into your personality
d.
Reliability and validity are questionable
e. More art
than science
2. Thematic Apperception Test: TAT
a. Projective
test
b. Series of
ambiguous scenes of people
c. Story
about the people
d. Tester
analyzes your responses
e. May be
problems with reliability and validity
D. objective tests
1. Big 5 factor: Catell
2. Eysenck: paired traits: shy versus
outgoing
3. Beck depression inventory
4. Minnesota Multiphasic Personality
Inventory: MMPI
a. 550 T/F
questions
b. 4 scales:
i. 1 lie scale
ii. Clinical scales
c. a
series of inventories that you graph the answers by
5. is it more reliable? Yes
6. is it more valid? Based on
societal norms- yes; does it pick up deviance? Yes
7. abuse of test: large companies use
this test and similar tests to screen job candidates
BACK TO TOP
4/13/05 Social Psychology
Test on Monday, April 18th
Will cover: chapters 8,9,13
For intelligence testing: notes (refer to pages 223-233)
I. Social Psychology
A. social psych studies groups of people
1. social behavior changes depending
on the setting
2. social behavior that is homogenous
within a group (all people act similarly)
3. heterogeneous behavior across or
between groups (groups act differently)
4. within a group: pecking order
a. social
status within a group
b. affects
behavior of the individual
B. three possible reasons
1. random chance
2. disposition (personality) plus
affiliation(who you hang with)- similar people are attracted to one another
3. social influence: being around
others changes your behavior - you become more like them
C. social perception:
1. how people perceive the
characteristics of others
2. what factors do people look at
when deciding who and what you are?
3. first impressions are critical:
they may set the attitude about someone
a. primacy
effect: first things learned are best remembered
b. Asch:
introductory characteristics
i. List of characteristics about an "imaginary' person
ii. Groups get same basic name, age, gender description
iii. Good characteristics, then bad
iv. Bad then good
v. Asked to rate the pretend individual
vi. If you got good first: rate the person as good; if you got the
"bad" characteristics first, the person was rated poorly
4. people develop schemas about
individuals and groups- stereotypes
D. our schemas may influence our behavior and we even
change behavior depending on demand characteristics
1. social settings may elicit
different behaviors
2. classroom behaviors versus party
behaviors
3. Muzager and Sherif (1937)
a.
Autokinetic effect: light in a dark room- and it appears to move back and forth
b. When test
people individually- a lot of differences in perceived movement
c. With a
group: very little variability in answers- usually go with the first or so
answer
4. Solomon Asch line study:
a. 1 real
subject and several confederates (they are in on the study)
b. Two lines:
one is 12 inches long, the other about 2 inches long
c.
Confederates all say: same length
d. 99% of the
time the subject agrees
II. How do people make these attributions or judgments?
A. attribution is a way to put causes on an individual's
behavior
1. two basic attributions:
a.
dispositional: personality characteristic (internal)
b.
situational: environment or external
2. several factors people seem to
cue in on:
a. social desirability
of the behavior
b.
nonnormative effects: is it typical of peers of the individual
c. noncommon
effects
d. free
choice
3. people also look at:
a.
distinctiveness of the behavior
b.
consistency of the behavior
c. consensus
B. fundamental attribution error
1. your good behavior is
dispositional
2. your bad behavior is situational
3. others good behavior is
situational
4. others bad behavior is
dispositional
C. Actors versus observers: knowledge of the situation
1. either be an actor or observer
2. actors acted out an emotional
scene
3. observers watched
4. asked: why did the character act
the way they did?
a. Actors
gave grace: more likely to attribute it to the situation
b. Observers
said it was the person's fault
D. other social errors in attribution
1. false consensus bias:
a. assume
everyone else feels like we do
b. so we use
others as evidence
2. illusion of control:
a. we believe
we have more control than we actually do
b. if I only
had done……
c.
superstition
3. rose-colored glasses phenomenon
a. old
people problem
b. you
had it worse but you handled it better
4. Concorde fallacy:
a. continue
to put behavior or resources ($) into a losing proposition
b. refuse to
admit your loss
5. tragedy of the commons
a. story that
goes with the name: commons in 1700's was a lawn were
people grazed their cows
b. commons
can only support X number of cows
c. people
underestimate their own behavior in combination with other's behavior
d. littering:
my littering won't affect the environment
e. voting: my
vote isn't important
III. Attitudes:
A. attitudes are
1. predisposition to respond in a
consistent manner to a group of people or situations
2. tendency to act certain ways in to
certain people or situations
B. why attitudes? How are they helpful?
1. help us predict and control our
world
2. increase an understanding of the
situation
3. social identification
4. social adjustment: alter our
attitudes to alter our group placement
5. impression management
6. value expressions
7. ego-defensive
C. attitudes can alter behavior
1. behave consistently with our
attitudes
2. if attitudes disagree with our
behavior, one of the two must change
3. cognitive dissonance: thinking and
your behavior is fighting and you must work out an agreement
4. others may use cognitive
dissonance to change your behavior:
a. if I make
you think one way
b. your
behavior will start to agree
BACK TO TOP
4/15/05 More Social Psychology!
Test on Monday!
I. Behavior in groups
A. influence of groups on
individual behavior
1. like
something or someone simply by being around them: mere exposure effect
2. self
fulfilling prophecies regarding both individual behavior and group behavior: you
get what you expect
3. social
facilitation or social loafing:
a. social facilitation is when your performance is improved by being in
the group: when you are highly skilled
b. social loafing: decrease your performance because you are less skilled
B. Prejudice and discrimination
1.
prejudice: negative, unjustifiable attitude about a group and its members
2.
discrimination: acting on your prejudice and treating people of the group in
prejudice ways
3. causes
of prejudice:
a. outgroups vs ingroups
b. competition between the groups, particularly for inadequate resources
c. frustration and scapegoating: blame the other group
d. modeling: learn prejudice and discriminatory behaviors
i. parents
ii. family members
iii. teachers
iv. social group
e. prejudiced personality
i. harsh discipline
ii. parents used threats, strong physical punishment and used love to
discipline
iii. were not permitted to express emotions
iv. parents were the supreme authority figure
v. react with their hostility to weaker members-bullying and
discriminatory behavior
4. how
to change prejudicial thoughts
a. eliminate or reduce group differences
b. reduce competition
c. using mere exposure effect
d. model appropriate thoughts and behavior
e. understand that everyone has prejudiced thoughts, and teach how to
deal
II. Compliance
A. authority: groups and
individuals can use authority
1. degree
to which you believe an individual or a group has power over you
2. Milgram
study: 1963
a. Gen psych students: $4.50
b. Supposedly random assignment to “teacher” or “learner” condition
c. Only real subjects were teachers
d. Teachers taught the learners nonsense words; if the learner made an
error he got shocked
e. Each error resulted in an increasingly painful shock
f. Final shock was fatal
3.
Milgram sat in the room: just read the instructions again and again if the
teacher asked to leave
4. 65%
killed their learner (unethical study)
5. repeated
with a local gang: none
4. real
world examples:
a. WWII
b. any major holocaust
c. Mansons killings
d. current terrorists
B. Two basic ways to get people
to comply
1. foot in
the door effect:
a. start with a small request
b. gradually increase it
c. Billboard study:
1. small sign
2. week later: bigger sign
3. finally: semi truck with sign on it parked in the driveway
d. small steps: if too big, the people quit
2. Door
in the face effect
a. Ridiculous request
b. Replace with a more reasonable request
c. Ask for pony to get the hamster
III. Conformity:
A. conformity
1. tendency
to do what others in the group are doing
2.
dissenter is outgrouped
3. to
belong, you go along
B. Stanford prison study
1. Stanford
undergrad males
2. came for
weekend
3. divided
randomly: prisoners or guards
4. told to
make rules for prisoners and for the guards
5. used
classrooms as “cell blocks”
6. began to
“over” role play
a. prisoners got aggressive to guards
b. guards beat up the prisoners
c. more guards beat up the prisoners, the more aggressive the prisoners
got
7.
stopped the experiment after 1 day
C. Blue-eyes brown eyes
1. third
grade teacher labeled kids blue eyed or brown eyed
a. blue eyed kids were smarter
i. privileges
ii. dissed brown eyed kids
iii. brown eyed kids did poorly on school tasks that day
b. switched it: brown eyed were really better
2. best
friends were beating each other up
3. end:
took off collars and discussed feeling: felt bad
4. long
term data suggest that experiencing and then discussing prejudice and
discrimination by outgroup/ingroup changes behavior for better
D. Bystander intervention
1. Kitty
Genovesse was murdered in 1964 in clear view of hundreds of people watching from
their apartments- no one called the police
2. people
don’t get involved if they
a. feel they are not responsible
b. feel they will “lose” if act
3.
people help when:
a. alone
b. children, elderly and the handicapped
c. when they are made to feel responsible-Neighborhood watch
BACK TO TOP
OLD LECTURES
I. Gestation
A. Normal gestation for humans
1. 280 days
2. three distinct periods
a. ovum
b. embryonic
period
c. fetal
period
B. Period of the ovum
1. fertilize the egg
2. 24-36 hours post fertilization
travels down the fallopian tube
3. 4-5 days: implantation in the
uterus
4. cell differentiation
C. Period of the embryo
1. from implantation to about 8 weeks
gestation
2. most risky for birth defects
3. grows by 2 million percent
4. at 8 wks: 2 ½ inches long
5. by 8 wks:
a. eyes,
nose, mouth
b. arms legs,
then hands, feet
c. fingers
and toes: webbed
d. all
internal organs are functional
e. brain and
spinal cord development
D. Period of the fetus:
1. grows bigger
2. organs strengthen
3. point of viability: 20 weeks
gestation
4. 36 weeks is normal
5. at least 4 ½ pounds to be healthy
6. typical baby weighs about 7 lbs
and is about 19 inches long
II. Birth defects
A. Genetic problems
1. basically two kinds
a. cell
defect: improper cell division
b. individual
gene defects (inherited, generally)
2. Fragile X syndrome: most common form of retardation in
this country
a. Mom carries an affected X
chromosome
b. Daughters
will be carriers
c. Sons will
have the disorder
d. Mild to
moderate mental retardation
e. Physical
characteristics: large, low slung ears, wide stance, large but weak muscles
3. Down Syndrome
a. Improper
cell division
b. Trisomy 21
c. Mosaicism:
21st chromosome splinters and goes all over
d. Age
relationship with moms:
i. Older and
more pregnancies the mom has had, the greater the chances
e.
characterists: physical traits and possible mental retardation
4. other genetic defects:
a. hemophilia
b. cystic
fibrosis
c. PKU:
phenylketonuria
d.
Huntington's Chorea: Woody Guthrie disease
3/17/04 Birthing and Infant
infant development slides
Mallard is down…..hardware problem. Watch the ISU computer outage page for
updates….
I. External prenatal influences or nongenetic influences
A. Teratogens: "monster-maker"
1. any substance that harms the baby
in utero
2. drugs
3. thalidomide: anti miscarriage
drug: caused absence of legs or arms (the babies did have feet and hands)
4. DES: diethylstilbesterol
5. narcotics
6. amphetamines or other diet drugs
7. nicotine
8. alcohol: potentially any exposure
fetal alcohol syndrome FAS
9. labor and delivery drugs
B. maternal health:
1. age of mom
2. diet: folic acid
3. disease: rubella; HIV
4. preeclampsia or eclampsia and
toxemia
5. number of previous pregnancies
C. Testing:
1. amniocentisis
2. blood tests
3. ultrasound
II. Birth
A. Stages of labor
1. early stage: 0-3cm
2. middle stage; 3-7cm
a. regular
contractions
b. mom is
still able to walk and talk
3. hard labor: 7-10cm
a. regular
and fast
b. mom HURTS
4. transition: mom gets almost an
out of body experience
5. delivery:
a. push baby
out
b. push
placenta out
B. Give the baby its first test
1. Apgar test
a. score of 7
or higher out of 10
b. below 4 is
critical
2. given at 1 and 5 minutes after
birth
3. 10 point scoring system: based on
5 factors (0, 1, or 2)
3. The Apgar Test: see infant
development slides
2. Brazelton inventory: infant
reflexes
a. Blink
b. Knee jerk
or patellar reflex
c. Palmar or
Darwinian grasp
d. Moro
reflex
e. Stepping
or swimming reflex
f. Rooting
and sucking reflex
C. motor development
1. cephalocaudal: head to toe
2. in to out: gross motor to fine
motor
3. tremendous differences in
individual babies
a.
differences in abilities
b. experience
3/19/04 Motor and Cognitive Development
infant development slides
cognitive development slides
I. Physical development during the first year:
A. Development occurs cephalocaudal:
1. head to toe
2. gross to fine
3. in to out
4. many individual differences
a. depends on actual age at birth
b. depends on stimulation
c. depends just on individual differences
B. Basic progression of motor development: (Shirley, 1933)
1. 0 months: fetal position
2. 1 month: chin up
3. 2 months: chest up
4. 3 months: reaches and misses
5. 4 months: sits w/support
6. 5 months: sits on lap, can grasp object
7. 6 months: sits on high chair, grasps
dangling object
8. 7 months: sits alone
9. 8 months: stands w/help
10. 9 months: stands holding furniture
11. 10 months: creeps/crawls
12. 11 months: walks when led
13. 12 months: pulls to stand by furniture
14. 13 months: climbs stairs (not walks up)
15. 14 months: stands alone
16. 15 months: walks alone
. C. Preschool years
1. gain 4-5 pounds and 3 inches/year
2. by age 6: about 43 inches tall, 45 pounds
3. internal changes:
a. skeletal maturity-
ossification of bones
b. lose pot-bellied
look
c. much brain growth till
about age 5- myelination
4. motor skills:
a. gross comes first
b. then fine
c. girls ahead of boys
at this point
5. huge change is self-help skills
a. toileting
b. dressing
II. Cognitive development:
- Jean Piaget: developmental psychologist
- French
- watched children
- important terminology
- cognition: active process
BACK TO TOP
I. Personality
A. What is personality?
1. stable pattern of behavior,
thoughts, emotions which characterize an individual
2. stable over time
3. focus is on the individual
B. variety of theories: how personality develops
1. biological
2. behavioral
3. cognitive
4. trait
5. psychodynamic
6. humanistic
II. theories
A. Trait Theories
1. identify traits of personality
that influence individuals
2. two basic approaches
a.
idiographic: study individual over a long period of time
b. nomothetic:
study groups of cohorts across time
3. Gordon Alport: three kinds of
personality traits
a. Cardinal
trait: powerful, dominating trait
b. Central
traits: most people have 4-5 general dominant traits
c. Secondary
traits: minor traits
4. Raymond Catell: 16 personality
traits
a. Test: 16
PF for his 16 personality factors
b. Continuum
with two anchors
c. Timid vs
venturesome
d. Relaxed vs
tense
B. Biological or genetic approach
1. traits are inherited
2. Cheasam: babies to adulthood
3.
essentially three kinds of babies
a. easygoing
babies: adapt to change easily
b. difficult
babies: do not adapt to change easily, they are dependent on their schedule
c. slow to
warm up baby: adapts to change with warning
C. Behavioral approach
1. traits are learned or experienced
2. your environment dictates how your
personality develops
3. reinforcement and punishment
4. John Watson: he could shape ANY
kind of person
D. Cognitive approach
1. thinking patterns dictate your
personality
2. learned helplessness thinking
patterns
3. negative thinking patterns can
make you depressed
4. Seligman: need to think positive
thoughts to be positive
III. Psychodynamic theories
A. Freud and the Vienna Circle
1. Freud and his colleagues
2. Viennese
3. Victorian era:
a. social
norms were very strong
b. rigid
society
c.
underground society of drugs and sex
d. lots of
sexually transmitted diseases
4. upper and lower class women
a. lower
class women are out of luck
b. upper
class women develop some unique coping mechanism: hysteresis
5. Freud and his friends:
physicians
a. Jewish
b. Rich
jewish housewives as patients
c. Illicit
drug use
B. Basic Freudian thesis:
1. two basic parts of our personality
a. conscious
personality: that of which we are aware
b.
unconscious personality: most influential but we are not aware of its affect
2. all life energy (eros and
thanatos) come from libido
a. sexual
energy = life energy
b. eros: good
life energy
c. thanatos:
destructive life energy
3. Unconscious personality has
three parts
a. Ego: has
some connection to conscious personality
1. we have some awareness of ego
2. ego is basically our moderator
b. Id: is
unconscious
1. pleasure based
2. amoral: obeys no moral rules
c.
Superego: is unconscious
1. morality based
2. perfection seeking
3. conscience
C. ego moderates the id and superego with defense
mechanisms
1. defenses your ego uses to protect
itself from the id and super ego
2. rationalizations by the ego
3. may or may not be healthy
BACK TO TOP
3/31/04 Freudian Personality Theory, con't
I. Freud's development of personality:
A. Three parts to personality
1. Ego: rational and connected to
reality
2. Id: irrational and pleasure based
(unconscious)
3. Superego: moralistic, the
conscience, not connected to reality and unconscious
B. Ego moderates the superego and id by creating defense
mechanisms:
1. denial: deny the existence of the
problem
2. repression: push the memory for
the event into unconscious
3. projection: you project your
feelings onto someone else
4. displacement: you displace your
emotions onto an inappropriate thing or individual
5. reaction formation: react opposite
of your real feelings to protect yourself
6. rationalization: make reasons for
the event or situation
7. intellectualization: use your
academic learning to deal with problem, rather than emotions
8. sublimation: take an unacceptable
behavior and make it acceptable
II. stages of psychosexual development
A. Stages of development
1. oral stage: birth to about 2
2. anal stage: 2 to 3 or 4
3. Phallic stage: 3 or 4 to about 6 or 7
4. latency stage: elementary years
5. late genital stage: problems come
to haunt you in adolescence and adulthood
B. Oral stage: birth to 2 years
1.. Pleasure =
oral
2. babies
suckle
3. oral
pleasure thwarted in an unhealthy manner: get too much suckling or too little
4. result of
inappropriate resolution of oral stage: oral fixations
a. gum chewing
b. cigarette smoking
c. pencil/pen chewing
d. nail biting
e. gullibility
C. anal stage: 2 to about 4 years
old
1. fixated on
bodily functions: peeing and pooping
2. learn to
let go of part of your body and control bodily functions
3 don't
appropriately resolve toilet training: too harsh or too lenient
4. too harsh:
anal retentive: too organized and neat and concerned about control- control
freak
5. too
lenient: anal expulsive: unorganized, slob, anti control freak
D. phallic stage: age 3
or 4 to 6 or 7
1. develop
your sexuality and sexual identity
2. boys:
a. oedipal stage: fall in love your mother
b. castration anxiety: dad will castrate you if he finds out about mom
c. to resolve: marry someone just like mom
3. girls:
a. (neofreudians believe in) electra complex: girls fall in love with Dad
b. penis envy: They want one
c. penis envy is resolved by giving birth to a male child
BACK TO TOP
4/2/04 MORE PERSONALITY THEORIES
I. Neo Freudian Psychology:
A. . The Vienna Circle: group of Freud's disciples
1. Jung, Adler
2. members break from Freud,
form own group
3. most retain unconscious as
controlling factor, but differ about causes of motivation
B. Adler: Inferiority and Compensation (182.-1937)
1. concept of compensation: physical
and psychological
a) if have
physical inferiorities- strive to overcome
b) same thing
if have psychological/social inferiorities
c) e.g.:
(1) man who is weak lifts weights
(2) man who is poor accumulates wealth
(3) child with superstar older brother- works harder
2. basic motivation = striving for
superiority
3. several important differences from
Freud:
a) stressed
social determinants of behavior, not biological
b) interested
in family dynamics
c) c.
believed birth order was important influence on personality development
E. Carl Jung: The collective unconscious (Swiss Physician,
1875-1961)
1. several differences w/Freud:
a) less
emphasis on sexuality
b) libido =
general life energy, not just sexual urges
2. Personality composed of three
parts:
a) ego:
conscious "I" experience
(1) contains all thoughts, feelings, perceptions, memories in consciousness
(2) idea of PERSONA:
(a) social self develops as shell around ego
(b) persona = self presented to others
b)
personal unconscious:
(1) contains all experience that were once conscious
(2) now have been repressed or forgotten
c)
Collective unconscious:
(1) idea = provacative, controversial
(2) idea of memory traces of repeated human experience that have
been accumulated over millions
of years of human development
(3) these experiences produce ARCHTYPES
(a) inherited tendencies to respond in certain ways
(b) often highly emotional
(c) represent broad set of dispositions
(d) inherited traits, not specific memories
3. Several archetypes for Jung:
a) self:
organizing core of personality, as wholeness and unity
b) persona:
public, conforming, artificial self
c) shadow:
darker aspects of self, repressed animal instincts and inferiorities
d)
anima/animus: feminine component in man; masculine component in women
e) wise old
man: spiritual principle in men
f) magna
mater: material principle in women, of nature and earth
g) god:
psychic reality, projected final realization on external reality
h) quaternity:
ideal completeness
II. Examples of Personality tests:
A. Projective tests: Rorshach test
1. best known of projective test
2. series of inkblots: ask client
what they look like
3. assume that part of personality
can be determined from responses
B. Thematic apperception test: TAT
1. also a projective test
2. series of cards depicting
ambiguous scenes
3. subjects asked to tell story about
these
4. assumption that person will
project personality into story
C. Problems w/Projective tests:
1. lack some empirical research to
support
2. proponents say is more of an art-
can't be checked using normal scientific methods
D. Minnesota Multiphasic Personality inventory: MMPI
1. best known and most widely used
direct/objective test
2. series of 55. t/f questions
3. some questions have seeminly face
validity:
a) I often
feel that life is not worth the trouble
b) several
people are following me everywhere
c) I seem to
hear things that other people cannot hear
d) I feel I
am possessed by evil spirits
4. other questions have little/no
face validity
a) my mother
was a good person
b) I like to
read mechanics magazines
c) I often
have headaches
5. Pattern of responses gives
score on 1. clinical and 3 validity scales:
a)
hypochondriasis: excessive worry about health/bodily functions
b)
depression: basic depression and pessimism
c) hysteria:
physical symptoms to solve problems: conversion reactions
d)
psychopathic deviate: disregard for social norms: will commit socially
unacceptable acts/feels little/no guilt
e)
masculine/feminine: high scores show traditional male interests/low scores
traditional female interests
f) paranoia:
delusions of persecution and grandeur
g)
psychasthenia: obsessive thoughts, compulsions, anxiety
h)
schizophrenia: delusions, hallucinations, lack of correct emotions
i) hypomania:
over-reactive, hyper, rapid flights of thought
j) social
introversion: withdrawn from society, hermits, etc.
k) lie scale:
designed to determine if you are lying: social desirable but unrealistic
behaviors such as I am ALWAYS kind to others
l)
infrequency scale: items which rarely marked: person is either really strange or
lying
m) correction
scale: corrects for excessive defensiveness or honesty
6. problems:
a) really
considered quite reliable and valid for assessing abnormal personality problems
b) not good
at differentiating normal personality types
c) some
questions about comparison groups
E. Other examples:
1. 16 PF: 16 personality factor test:
like the MMPI
2. Beck depression scales
3. California Personality Inventory
BACK TO TOP
4/5/04 Social Psychology
Study session : Wednesday at 8:15 pm in FELL HALL 152
TEST on Friday, April 9th
I. Social Psychology
A. Study group behavior
1. study how individuals behave in
groups
2. within the group: homogenous
3. across groups: heterogenous
B. Why do groups behave differently?
1. chance
2. disposition: similar people group
or cluster together
3. social influence
C. Social perceptions: perceptions about other individuals
1. form schemas about others: set of
beliefs about an individual or group
2. first impressions are critical:
primacy effect
3. Asch: people judge a
"fake" individual using a list of characteristics
a. Good then
bad order
b. Bad then
good order
c. Got strong
primacy effect: first words tended to be used to judge the individual
4. individuals change their
opinions based on the group
a. Sherif:
autokinetic effect
b. In
general: when individuals are tested alone- results are highly variable due to
individual differences in eyes
c. In groups:
great consensus
d. Asch line
test: three lines of differing lengths
i. 1 subject
ii. 3 confederates (in on the study)
iii. Emperor's new clothes phenomenon
II. Attribution Theory
A. Attribution
1. putting a cause to a behavior
2. 2 basic causes:
a.
dispositional cause: its part of the person
b.
situational cause: the situation caused it
B. Fundamental Attribution Error
1. Your OWN good attributes:
dispositional: you did good because you are a good person
2. Your own BAD attributes:
situational- you did bad because of the situation
3. others good attributes:
situational: they got lucky
4. others BAD attributes:
dispositional: they are bad
C. several factors for making an attribution
1. social desirability
2. non normative effects: is it
typical of the norm group
3. non common effects: is it typical
of the individual
4. free will
5. distinctiveness, consistency and
consensus of behavior
D. Actors versus audience
1. when you are "acting" a
part: more knowledge about the situation and disposition of that individual
2. if just viewing: have less
information
3. "walk around in another's
shoes"-tend toward more situational causes for bad behavior, dispositional
for good behavior
E. Other errors in attributions
1. false consensus bias:
a. we believe
that everyone else is……..
b. if we want
it, it must be true
2. Illusion of control: we believe we can control far more than we can
3. rose-colored glasses: things were always better or worse in your day
4. Tragedy of the commons: tend to believe that only our actions have an
effect
5. Concorde fallacy: keep throwing additional effort into a failing
proposition
III. Attitudes as attribution
A. Attitude
1. schema about someone or something
2. relatively enduring
3. gives us a predisoposition to
respond to the individual or the thing in a certain way
B. Why need attitudes?
1. increase our understanding of a
situation
2. social identification
3. social adjustment
4. impression management
5. value expression
6. ego management
C. Cognitive Dissonance:
1. mismatch between your behavior and
your thoughts or cognitions
2. something has to change
3. more reinforced will change
a. reinforce
thoughts: behavior will change
b. if
reinforce behavior: thoughts change
D. Prejudice and discrimination
1. prejudice
a. pre
judgement
b. negative
and unjustifiable attitude towards all members of the group
c. thoughts
2. discrimination: actions against
the object of your prejudice
3. causes
a. in group
and an out group
b. tension:
economic or political
c. prejudice
comes in : want your group to get it before the out group
d. group
reinforcement- competition
4. prejudiced personality:
a. harsh
upbringing
b. economic
deprivation
c. physically
punished
d. aggressive
e. feel
hostile but fearful of authority
BACK TO TOP
4/7/04 Social Psychology, continued
Test on Friday: covers chapters 4, 10(what was in the two IQ lectures),
12 and 13.
Extra credit quizzes #6,7,8
Study Session TONIGHT at 8:15 in Fell Hall 152
I. Social Facilitation
A. How to individuals work in groups
1. if you are highly skilled - you
perform better in the group: social facilitation
2. if not very skilled: social
loafing
B. Gaming Theory: how and do people make rational decisions in a group?
1. "cake cutting" task: cut
a piece of cake into 2 pieces
a. cut and
choose
b. other cut,
you choose
2. Prisoner's dilemma:
a. Two
prisoners, each is guilty of the crime
b. If you
tell and other doesn't: you get a light sentence, other gets a long sentence
c. Both tell:
both get long sentences
d. Don't
tell, other does: you get long, other gets short
e. Both not
tell: long sentence or no sentence at all (depends on jury)
f. Answer
depends on closeness of the other prisoner, personality factors of the other
person
g. Most
people tell
3. Shell game: make "fake
choices"
a. Delay of
reward vs amount or quality of reward
b. $1 or $1
mill
c. now or
later
4. decisions are made in social
context
II. Compliance and obedience
A. Authority
1. degree to which you believe an
individual has control over you and your behavior
2. Stanley Milgram: compliance
study in the early 1960's at Yale University
3. students were paid $4
4. supposed random assignment to
either a "teacher" or "learner" position- but in reality all
the subjects were the teachers
5. teacher shocked the learner for
every error
6. 65% of subjects killed their
learner
7. Real world situations:
a. Hitler
b. Vietnam:
Mi Lai
c. Manson
killings
B. how to the leaders do it?
1. Door in the face effect:
a. May a
ridiculous request
b. make a
smaller more modest request and people will comply
2. foot in the door effect:
a. start with
a very small request
b. gradually
increase my requests
C. conformity:
1. we like to look like others
2. we want to belong
3. we can get group think behavior
4. Stanford prison study: Zimbardo
a. Prison
simulation
b. Half are
guards half are prisoners
c. Guards
acted like guards
d. Prisoners
revolted
5. Eye of the Storm: Brown
eyes/blue eyes program
a. Martin
Luther King was assassinated
b. Iowa small
town- all white
6. By-stander intervention
a. Bad things
happen to people who take risks
b. Diffusion
of responsibility
c. Kitty
Genovesse (1964 she was murdered)
d. If you are
the only adult with kids
e. Assign you
a leadership role
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