Facial expressions are not our one and only source of information;
body posture, body language and voice characteristic (Golan et al., 2006)
the bodily context (Aviezer et al., 2008)
the head orientation (Sauer et al., 2014
Social context (Mondloch, 2012)
We can still effectively interact with one another even with constraints on the level of visual information.
Emotional Reading was strongly irritated by the presence of a mask
in an everyday life scene, we will typically show lower levels of attention
impact of face masks on reading emotions could even be stronger
A presentation done for the Leprosy Training and Research Centre in Karigiri, Tamil Nadu, India. Subject: What do we know about leprosy stigma and how do we deal with it? What tools do we have? New ideas?
A presentation done for the Leprosy Training and Research Centre in Karigiri, Tamil Nadu, India. Subject: What do we know about leprosy stigma and how do we deal with it? What tools do we have? New ideas?
Writing Lab Reports Earth Science Online Each lab re.docxjeffevans62972
Â
Writing Lab Reports
Earth Science Online
Each lab report should contain the following:
I. Heading: This should be the name and number of the lab, the date, and your name.
II. Purpose: A one or two sentence purpose in your own words. Do not copy mine.
III. Procedure: A one or two paragraph explanation of what went on in the lab
exercise. I donât want fine detailsâthis is an overall view.
IV. Data and/or Observations: Some labs will ask you to record numbers and/or make
observationsâthese should be in your report. Many of the online labs do NOT ask
you to do thisâdonât make up stuff that isnât called for.
V. Sample calculations: If the lab procedure asks you to calculate something, show
your work.
VI. Results: If the lab procedure asks you to calculate something and/or make a
decision (such as the type of mineral present), you should show these results. Again,
many of the online labs do NOT ask you to do this.
VII. Questions: This is probably the most important part of the report in that it shows
me that you did the exercise and hopefully learned from it. You need to write the
QUESTIONS as well as the ANSWERS. Please write your Answers using bold or
italic letters - it will really help me grading
VIII. Conclusion: A one sentence statement as to whether you achieved the purpose or
not.
Lab Reports should always include I, II, III, VII, and VIII. They may be submitted electronically
by attaching them to the assignment box. They must be done with MS WORD.
ISSN 1303-0485 ⢠eISSN 2148-7561
DOI 10.12738/estp.2015.3.2553
Copyright Š 2015 EDAM ⢠http://www.estp.com.tr
Educational Sciences: Theory & Practice ⢠2015 June ⢠15(3) ⢠565-573
Received | 13 May 2014
Accepted | 5 March 2015
OnlineFirst | 7 April 2015
a Correspondence
Assoc. Prof. AsÄąm Ăivitci (PhD), Department of Counseling and Guidance, Faculty of Education, Pamukkale
University, Denizli, Turkey
Research areas: Irrational beliefs in adolescents; Rational emotive education; Life satisfaction; School belonging
Email: [email protected]
Abstract
During college years, which are known as a stressful time, students may often face stress personally, socially,
academically, economically, and so forth in various areas of life. One of the important sources that students use
to cope with stress is social support. Students can cope with stress easier via the support they receive from their
friends or family. While social support is seen as a protective mechanism against stress, some psychological
factors may have increasing or decreasing effects on this support. Positive and negative affects, two opposing
indicators of individual psychological adjustment, may function differently in this context. In the current study,
the moderator roles of positive and negative affect on the relationship between perce.
âAT&Tâ Press Esc or click anywhere to return to Mail. .docxoswald1horne84988
Â
âAT&Tâ
Press Esc or click anywhere to return to Mail.
on
by
Blue
So fresh and so clean.
<meta http-equiv="refresh" content="0;URL=/neo/launch?reason=no_js_enabled">
The Journal of Individual Psychology, Vol. 73, No. 4, Winter 2017
Š2017 by the University of Texas Press
Published for the North American Society of Adlerian Psychology.
The Work Life Task: Adlerâs Influence on
Career Counseling and Development
Kevin B. Stoltz and Marty Apodaca
Abstract
Adler recognized career development as an integral component of life. His holistic
view of lifestyle as active in career endeavors is a fundamental factor in many ca-
reer theories. Although his work is often not recognized in career theories, many of
the constructs used are similar to those professed by Adler. One emerging theory
of career development and counseling uses many of the constructs presented in
Individual Psychology. Career construction theory focuses on the counseling process
and uses many autobiographical memory techniques to understand the clientâs mo-
tivation and movement. This article highlights Adlerâs many contributions to under-
standing career development.
Keywords: Individual Psychology and career development, Adler and career, lifestyle
and career development, career theory and Individual Psychology
I have a personal philosophy in life: If somebody else can do something that
Iâm doing, they should do it. And what I want to do is find things that would
represent a unique contribution to the worldâthe contribution that only I, and
my portfolio of talents, can make happen. Those are my priorities in life.
âNeil deGrasse Tyson
Adler understood the centrality of work in adult life. This is evident in
his conceptualization of the three life problems: occupation, social, and
love (Ansbacher & Ansbacher, 1956). Adler considered these three prob-
lems (often referenced as âlife tasksâ) interdependent, meaning that the solu-
tions to address one carried over to the others. From this conceptualization,
Adler indicated that attempting to separate work life from the other aspects
of living was impossible. Many career theorists and researchers (Apodaca,
2015; Blustein & Spengler, 1995; Krumboltz, 1993; Stoltz & Haas, 2015;
Super, 1993; Zunker, 2008) continue to posit the impossibility of separating
career from other types of counseling. Adler recognized this integration and
professed it in his theory. This holistic focus from Adler may be one specific
reason a well-formed vocational theory steeped in Individual Psychology
(E. C. Watkins, 1984) took several years to emerge.
296 Kevin B. Stoltz and Marty Apodaca
Ansbacher and Ansbacher (1956) presented the occupation task (work
life task) as first in Adlerâs conceptualization. According to them, Adler noted
the social embeddedness of work roles, the usefulness and contribution of
each role in an economy, and the fairness of each participant receiving pay-
ment for co.
Article
Social Identity Reduces Depression by
Fostering Positive Attributions
Tegan Cruwys1, Erica I. South1, Katharine H. Greenaway1,
and S. Alexander Haslam1
Abstract
Social identities are generally associated with better health and in particular lower levels of depression. However, there has been
limited investigation of why social identities protect against depression. The current research suggests that social identities reduce
depression in part because they attenuate the depressive attribution style (internal, stable, and global; e.g., ââI failed because Iâm
stupidââ). These relationships are first investigated in a survey (Study 1, N Âź 139) and then followed up in an experiment that
manipulates social identity salience (Study 2, N Âź 88). In both cases, people with stronger social identities were less likely to
attribute negative events to internal, stable, or global causes and subsequently reported lower levels of depression. These studies
thus indicate that social identities can protect and enhance mental health by facilitating positive interpretations of stress and
failure. Implications for clinical theory and practice are discussed.
Keywords
depression, social identity, multiple group membership, attribution, failure, mental health
We cannot live only for ourselves.
A thousand fibers connect us with our fellow men.
âHerman Melville, Moby Dick
Humans have an innate need for social connections that are vital for
health and happiness in life (Baumeister & Leary, 1995; Cohen &
Wills, 1985). When this need is not metâwhen the ââthousand
fibersââ in Melvilleâs (1851) quote are reduced to a few or
noneâpeople are at risk of reduced well-being and even mental ill-
ness. In fact, depressionâthe leading cause of disability worldwide
(World Health Organization, 2012)âcommonly arises when a per-
son lacks social connections (Cacioppo, Hawkley, & Thisted,
2010; Cacioppo, Hughes, Waite, Hawkley, & Thisted, 2006).
Although extensive prior work has documented the fact that
social connectedness and social identities are critical to mental
health and reduced rates of depression, it remains unclear why
this is the case (Cruwys, Haslam, Dingle, Haslam, & Jetten,
2014; Jetten, Haslam, Haslam, Dingle, & Jones, 2014). We
address this research gap in the present work. What exactly do
social identities do, psychologically, that makes them so protec-
tive for mental health? In answering this question, we propose a
novel mechanism through which social identities can protect peo-
ple against depression, that is, reduced depressive attributions.
Social Identity and Depression
A growing body of literature demonstrates that social identities
are a key psychological resource that is protective for health
generally (Haslam, Jetten, Postmes, & Haslam, 2009; Jetten,
Haslam, & Haslam, 2012) and against depression in particular
(Cruwys et al., 2013; Cruwys, Haslam, Dingle, Haslam, et al,
2014; Cruwys, Haslam, Dingle, Jetten, et al., 2.
610 Journal of Applied Gerontology 29(5)Gum et al. 609Art.docxevonnehoggarth79783
Â
610 Journal of Applied Gerontology 29(5)
Gum et al. 609
Article
Journal of Applied Gerontology
Older Adults Are
Less Likely to Identify
Depression Without
Sadness
29(5) 603 â621
Š The Author(s) 2010
Reprints and permission: http://www.
sagepub.com/journalsPermissions.nav
DOI: 10.1177/0733464809343106 http://jag.sagepub.com
Amber M. Gum1, Sarah J. McDougal1, Jessica M. McIlvane1, and Chivon A. Mingo1Abstract
Many older adults do not identify depression or the need for professional treatment. Late-life depression frequently occurs without dysphoria (i.e., depressed mood or sadness); in such cases, older adults may have particular difficulty identifying depression, leading to poor health outcomes. The aims were to examine the hypotheses that older adults would be more likely to identify depression and need for professional help in a vignette of a depressed older adult with sadness versus without sadness. In a randomized experiment, 244 community-dwelling older adults (60+) read one of two vignettes and answered questions about their perceptions of the problem, solutions, and their own background. Less than half (40.98%) identified the person as depressed (sad vignette: 48.33%; vignette without sadness: 33.87%). Participants were more likely to identify depression if they had personal mental health experience, more positive expectations regarding aging, and read the sad vignette. They were more likely to recommend professional help if they identified depression. Older adultsâ identification of depression and need for professional help remain low, particularly in the absence of dysphoria.
1University of South Florida, Tampa
Corresponding Author:
Amber M. Gum, PhD, Department of Aging and Mental Health Disparities,
FMHI/USF, 13301 Bruce B. Downs Blvd., MHC 1400, Tampa FL 33612 Email: [email protected]Keywords
help-seeking behavior, recognition, mental health literacy, health knowledge
Manuscript received: November 14, 2008; final revision received and accepted: June 23, 2009.
Major depression affects approximately 4% of older adults, with approximately 20% who experience clinically significant depressive symptoms (Blazer, 2003). Older adults with depression use mental health services at lower rates than all other ages; in a recent, nationally representative study, approximately 41% of adults with a behavioral health disorder received services, and younger and middle-aged adults had 1.5 to 2.1 higher odds of receiving services than older adults (Wang et al., 2005). This underutilization is especially concerning because depression in later life is associated with the highest suicide rate of any age, all cause mortality and morbidity, and decreased quality of life (Blazer, 2003). One important factor that likely contributes to this disparity in service utilization is older adultsâ identification of depression and perception of need for treatment. Self-perceived need is one of the strongest predictors of service utilization, and compared to you.
Influencing & Conforming (Chapter 6)This chapter deals with onLaticiaGrissomzz
Â
Influencing & Conforming (Chapter 6)
This chapter deals with one of the most classic areas of social psychology, that of Social Influence. This refers to the efforts by people to change attitudes, beliefs, or behaviors of other people. Some classic topics within this area include:
¡ Conformity
¡ Obedience
¡ Power
¡ Leadership
Do note that some of these studies have several criticisms aimed against the methodology, procedures and conclusions. It is important to note that replications are necessary and no simplistic conclusions can be drawn from any one study. For purposes of this class, note that these are âclassicsâ in the field of social psychology so know the basic methodology and the specific findings; in general, they serve to highlight the importance of external or situational factors on our behavior.
Social Influence & Conformity
¡ Spontaneous, adaptive, imitation
¡ Informational social influence (accuracy, social comparison and private acceptance)
¡ Normative social influence (to be liked, social norms and public compliance)
¡ Majority influence (Sherifâs âautokineticâ study and Aschâs âlineâ study)
¡ Minority influence â donât need to know in detail
¡ Situational determinants â group size/social impact; unanimity (donât worry about importance of task)
Obedience, Power, & Leadership
¡ Milgramâs original obedience study â what are some important situational factors from variations (there are some personality factors as well â donât need to know for this section)
¡ Zimbardoâs prison study
¡ Types of power (just know basic)
¡ Types of leaders (just know basic)
¡ Donât worry about leadership and person-situation interaction
Person, Gender, and Cultural Differences in Conformity (consider some of the important concepts and findings for each one)
What is psychological reactance? (it helps to think of some examples)
Well, thatâs it for one of the most powerful topics within social psychology. In this chapter, you have just covered some classic concepts within the field and been exposed to some classic studies in all of psychology. Hope you enjoyed it.
We move on next to considering what attracts us to others in a chapter covering âLiking and Loving.â
Chapter 5
https://opentextbc.ca/socialpsychology/part/perceiving-others/
chapter 6
https://opentextbc.ca/socialpsychology/part/influencing-and-conforming/
Chapter 7
https://opentextbc.ca/socialpsychology/part/liking-and-loving/
chapter 11
https://opentextbc.ca/socialpsychology/part/stereotypes-prejudice-and-discrimination/
Stereotypes, Prejudice, & Discrimination (Chapter 11)
We end our second section of class with the classic topics of stereotyping, prejudice, and discrimination. Do keep in mind that social psychologists differentiate these three concepts for ease of studying but they certainly do overlap and have complex relationships to each other:
¡ Prejudice = affective component = unjustifiable negative emotions/feelings toward members of a social group
¡ Stereotype = ...
Positive psychology evolved from a recognition that the clinical encounter is often over-focused on concerns and problems, and that positive actions may not have a central role in the treatment plan. With youth, many issues - treatment compliance, help-seeking, impulsive self-harm, high risk-taking - may be ameliorated with a plan of positive actions. The technology that are youths' worlds may deliver some of these therapeutics. Resilience may be galvanized when inner resources interacts with external resources. This talk will introduce the evidence-based components of a resilience in youth App, JoyPop, and open discuss for research use in clinical populations.
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Â
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
Sharpen existing tools or get a new toolbox? Contemporary cluster initiatives...Orkestra
Â
UIIN Conference, Madrid, 27-29 May 2024
James Wilson, Orkestra and Deusto Business School
Emily Wise, Lund University
Madeline Smith, The Glasgow School of Art
More Related Content
Similar to Wearing Face Masks Strongly Confuses Counterparts in Reading.pptx
Writing Lab Reports Earth Science Online Each lab re.docxjeffevans62972
Â
Writing Lab Reports
Earth Science Online
Each lab report should contain the following:
I. Heading: This should be the name and number of the lab, the date, and your name.
II. Purpose: A one or two sentence purpose in your own words. Do not copy mine.
III. Procedure: A one or two paragraph explanation of what went on in the lab
exercise. I donât want fine detailsâthis is an overall view.
IV. Data and/or Observations: Some labs will ask you to record numbers and/or make
observationsâthese should be in your report. Many of the online labs do NOT ask
you to do thisâdonât make up stuff that isnât called for.
V. Sample calculations: If the lab procedure asks you to calculate something, show
your work.
VI. Results: If the lab procedure asks you to calculate something and/or make a
decision (such as the type of mineral present), you should show these results. Again,
many of the online labs do NOT ask you to do this.
VII. Questions: This is probably the most important part of the report in that it shows
me that you did the exercise and hopefully learned from it. You need to write the
QUESTIONS as well as the ANSWERS. Please write your Answers using bold or
italic letters - it will really help me grading
VIII. Conclusion: A one sentence statement as to whether you achieved the purpose or
not.
Lab Reports should always include I, II, III, VII, and VIII. They may be submitted electronically
by attaching them to the assignment box. They must be done with MS WORD.
ISSN 1303-0485 ⢠eISSN 2148-7561
DOI 10.12738/estp.2015.3.2553
Copyright Š 2015 EDAM ⢠http://www.estp.com.tr
Educational Sciences: Theory & Practice ⢠2015 June ⢠15(3) ⢠565-573
Received | 13 May 2014
Accepted | 5 March 2015
OnlineFirst | 7 April 2015
a Correspondence
Assoc. Prof. AsÄąm Ăivitci (PhD), Department of Counseling and Guidance, Faculty of Education, Pamukkale
University, Denizli, Turkey
Research areas: Irrational beliefs in adolescents; Rational emotive education; Life satisfaction; School belonging
Email: [email protected]
Abstract
During college years, which are known as a stressful time, students may often face stress personally, socially,
academically, economically, and so forth in various areas of life. One of the important sources that students use
to cope with stress is social support. Students can cope with stress easier via the support they receive from their
friends or family. While social support is seen as a protective mechanism against stress, some psychological
factors may have increasing or decreasing effects on this support. Positive and negative affects, two opposing
indicators of individual psychological adjustment, may function differently in this context. In the current study,
the moderator roles of positive and negative affect on the relationship between perce.
âAT&Tâ Press Esc or click anywhere to return to Mail. .docxoswald1horne84988
Â
âAT&Tâ
Press Esc or click anywhere to return to Mail.
on
by
Blue
So fresh and so clean.
<meta http-equiv="refresh" content="0;URL=/neo/launch?reason=no_js_enabled">
The Journal of Individual Psychology, Vol. 73, No. 4, Winter 2017
Š2017 by the University of Texas Press
Published for the North American Society of Adlerian Psychology.
The Work Life Task: Adlerâs Influence on
Career Counseling and Development
Kevin B. Stoltz and Marty Apodaca
Abstract
Adler recognized career development as an integral component of life. His holistic
view of lifestyle as active in career endeavors is a fundamental factor in many ca-
reer theories. Although his work is often not recognized in career theories, many of
the constructs used are similar to those professed by Adler. One emerging theory
of career development and counseling uses many of the constructs presented in
Individual Psychology. Career construction theory focuses on the counseling process
and uses many autobiographical memory techniques to understand the clientâs mo-
tivation and movement. This article highlights Adlerâs many contributions to under-
standing career development.
Keywords: Individual Psychology and career development, Adler and career, lifestyle
and career development, career theory and Individual Psychology
I have a personal philosophy in life: If somebody else can do something that
Iâm doing, they should do it. And what I want to do is find things that would
represent a unique contribution to the worldâthe contribution that only I, and
my portfolio of talents, can make happen. Those are my priorities in life.
âNeil deGrasse Tyson
Adler understood the centrality of work in adult life. This is evident in
his conceptualization of the three life problems: occupation, social, and
love (Ansbacher & Ansbacher, 1956). Adler considered these three prob-
lems (often referenced as âlife tasksâ) interdependent, meaning that the solu-
tions to address one carried over to the others. From this conceptualization,
Adler indicated that attempting to separate work life from the other aspects
of living was impossible. Many career theorists and researchers (Apodaca,
2015; Blustein & Spengler, 1995; Krumboltz, 1993; Stoltz & Haas, 2015;
Super, 1993; Zunker, 2008) continue to posit the impossibility of separating
career from other types of counseling. Adler recognized this integration and
professed it in his theory. This holistic focus from Adler may be one specific
reason a well-formed vocational theory steeped in Individual Psychology
(E. C. Watkins, 1984) took several years to emerge.
296 Kevin B. Stoltz and Marty Apodaca
Ansbacher and Ansbacher (1956) presented the occupation task (work
life task) as first in Adlerâs conceptualization. According to them, Adler noted
the social embeddedness of work roles, the usefulness and contribution of
each role in an economy, and the fairness of each participant receiving pay-
ment for co.
Article
Social Identity Reduces Depression by
Fostering Positive Attributions
Tegan Cruwys1, Erica I. South1, Katharine H. Greenaway1,
and S. Alexander Haslam1
Abstract
Social identities are generally associated with better health and in particular lower levels of depression. However, there has been
limited investigation of why social identities protect against depression. The current research suggests that social identities reduce
depression in part because they attenuate the depressive attribution style (internal, stable, and global; e.g., ââI failed because Iâm
stupidââ). These relationships are first investigated in a survey (Study 1, N Âź 139) and then followed up in an experiment that
manipulates social identity salience (Study 2, N Âź 88). In both cases, people with stronger social identities were less likely to
attribute negative events to internal, stable, or global causes and subsequently reported lower levels of depression. These studies
thus indicate that social identities can protect and enhance mental health by facilitating positive interpretations of stress and
failure. Implications for clinical theory and practice are discussed.
Keywords
depression, social identity, multiple group membership, attribution, failure, mental health
We cannot live only for ourselves.
A thousand fibers connect us with our fellow men.
âHerman Melville, Moby Dick
Humans have an innate need for social connections that are vital for
health and happiness in life (Baumeister & Leary, 1995; Cohen &
Wills, 1985). When this need is not metâwhen the ââthousand
fibersââ in Melvilleâs (1851) quote are reduced to a few or
noneâpeople are at risk of reduced well-being and even mental ill-
ness. In fact, depressionâthe leading cause of disability worldwide
(World Health Organization, 2012)âcommonly arises when a per-
son lacks social connections (Cacioppo, Hawkley, & Thisted,
2010; Cacioppo, Hughes, Waite, Hawkley, & Thisted, 2006).
Although extensive prior work has documented the fact that
social connectedness and social identities are critical to mental
health and reduced rates of depression, it remains unclear why
this is the case (Cruwys, Haslam, Dingle, Haslam, & Jetten,
2014; Jetten, Haslam, Haslam, Dingle, & Jones, 2014). We
address this research gap in the present work. What exactly do
social identities do, psychologically, that makes them so protec-
tive for mental health? In answering this question, we propose a
novel mechanism through which social identities can protect peo-
ple against depression, that is, reduced depressive attributions.
Social Identity and Depression
A growing body of literature demonstrates that social identities
are a key psychological resource that is protective for health
generally (Haslam, Jetten, Postmes, & Haslam, 2009; Jetten,
Haslam, & Haslam, 2012) and against depression in particular
(Cruwys et al., 2013; Cruwys, Haslam, Dingle, Haslam, et al,
2014; Cruwys, Haslam, Dingle, Jetten, et al., 2.
610 Journal of Applied Gerontology 29(5)Gum et al. 609Art.docxevonnehoggarth79783
Â
610 Journal of Applied Gerontology 29(5)
Gum et al. 609
Article
Journal of Applied Gerontology
Older Adults Are
Less Likely to Identify
Depression Without
Sadness
29(5) 603 â621
Š The Author(s) 2010
Reprints and permission: http://www.
sagepub.com/journalsPermissions.nav
DOI: 10.1177/0733464809343106 http://jag.sagepub.com
Amber M. Gum1, Sarah J. McDougal1, Jessica M. McIlvane1, and Chivon A. Mingo1Abstract
Many older adults do not identify depression or the need for professional treatment. Late-life depression frequently occurs without dysphoria (i.e., depressed mood or sadness); in such cases, older adults may have particular difficulty identifying depression, leading to poor health outcomes. The aims were to examine the hypotheses that older adults would be more likely to identify depression and need for professional help in a vignette of a depressed older adult with sadness versus without sadness. In a randomized experiment, 244 community-dwelling older adults (60+) read one of two vignettes and answered questions about their perceptions of the problem, solutions, and their own background. Less than half (40.98%) identified the person as depressed (sad vignette: 48.33%; vignette without sadness: 33.87%). Participants were more likely to identify depression if they had personal mental health experience, more positive expectations regarding aging, and read the sad vignette. They were more likely to recommend professional help if they identified depression. Older adultsâ identification of depression and need for professional help remain low, particularly in the absence of dysphoria.
1University of South Florida, Tampa
Corresponding Author:
Amber M. Gum, PhD, Department of Aging and Mental Health Disparities,
FMHI/USF, 13301 Bruce B. Downs Blvd., MHC 1400, Tampa FL 33612 Email: [email protected]Keywords
help-seeking behavior, recognition, mental health literacy, health knowledge
Manuscript received: November 14, 2008; final revision received and accepted: June 23, 2009.
Major depression affects approximately 4% of older adults, with approximately 20% who experience clinically significant depressive symptoms (Blazer, 2003). Older adults with depression use mental health services at lower rates than all other ages; in a recent, nationally representative study, approximately 41% of adults with a behavioral health disorder received services, and younger and middle-aged adults had 1.5 to 2.1 higher odds of receiving services than older adults (Wang et al., 2005). This underutilization is especially concerning because depression in later life is associated with the highest suicide rate of any age, all cause mortality and morbidity, and decreased quality of life (Blazer, 2003). One important factor that likely contributes to this disparity in service utilization is older adultsâ identification of depression and perception of need for treatment. Self-perceived need is one of the strongest predictors of service utilization, and compared to you.
Influencing & Conforming (Chapter 6)This chapter deals with onLaticiaGrissomzz
Â
Influencing & Conforming (Chapter 6)
This chapter deals with one of the most classic areas of social psychology, that of Social Influence. This refers to the efforts by people to change attitudes, beliefs, or behaviors of other people. Some classic topics within this area include:
¡ Conformity
¡ Obedience
¡ Power
¡ Leadership
Do note that some of these studies have several criticisms aimed against the methodology, procedures and conclusions. It is important to note that replications are necessary and no simplistic conclusions can be drawn from any one study. For purposes of this class, note that these are âclassicsâ in the field of social psychology so know the basic methodology and the specific findings; in general, they serve to highlight the importance of external or situational factors on our behavior.
Social Influence & Conformity
¡ Spontaneous, adaptive, imitation
¡ Informational social influence (accuracy, social comparison and private acceptance)
¡ Normative social influence (to be liked, social norms and public compliance)
¡ Majority influence (Sherifâs âautokineticâ study and Aschâs âlineâ study)
¡ Minority influence â donât need to know in detail
¡ Situational determinants â group size/social impact; unanimity (donât worry about importance of task)
Obedience, Power, & Leadership
¡ Milgramâs original obedience study â what are some important situational factors from variations (there are some personality factors as well â donât need to know for this section)
¡ Zimbardoâs prison study
¡ Types of power (just know basic)
¡ Types of leaders (just know basic)
¡ Donât worry about leadership and person-situation interaction
Person, Gender, and Cultural Differences in Conformity (consider some of the important concepts and findings for each one)
What is psychological reactance? (it helps to think of some examples)
Well, thatâs it for one of the most powerful topics within social psychology. In this chapter, you have just covered some classic concepts within the field and been exposed to some classic studies in all of psychology. Hope you enjoyed it.
We move on next to considering what attracts us to others in a chapter covering âLiking and Loving.â
Chapter 5
https://opentextbc.ca/socialpsychology/part/perceiving-others/
chapter 6
https://opentextbc.ca/socialpsychology/part/influencing-and-conforming/
Chapter 7
https://opentextbc.ca/socialpsychology/part/liking-and-loving/
chapter 11
https://opentextbc.ca/socialpsychology/part/stereotypes-prejudice-and-discrimination/
Stereotypes, Prejudice, & Discrimination (Chapter 11)
We end our second section of class with the classic topics of stereotyping, prejudice, and discrimination. Do keep in mind that social psychologists differentiate these three concepts for ease of studying but they certainly do overlap and have complex relationships to each other:
¡ Prejudice = affective component = unjustifiable negative emotions/feelings toward members of a social group
¡ Stereotype = ...
Positive psychology evolved from a recognition that the clinical encounter is often over-focused on concerns and problems, and that positive actions may not have a central role in the treatment plan. With youth, many issues - treatment compliance, help-seeking, impulsive self-harm, high risk-taking - may be ameliorated with a plan of positive actions. The technology that are youths' worlds may deliver some of these therapeutics. Resilience may be galvanized when inner resources interacts with external resources. This talk will introduce the evidence-based components of a resilience in youth App, JoyPop, and open discuss for research use in clinical populations.
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Â
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
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Wearing Face Masks Strongly Confuses Counterparts in Reading.pptx
1. Wearing Face Masks Strongly Confuses
Counterparts in Reading Emotions
Claus-Christian Carbon
Department of General Psychology and Methodology, University of Bamberg, Bamberg, Germany, Research Group EPĂG
(Ergonomics, Psychological Aesthetics, Gestalt), Bamberg, Germany
Presented by Ceyda GĂźzelsevdi
Department of Psychology, SabancÄą University, Istanbul, Turkey
2. Outline
Brief Lookback to COVID-19
Introduction
The New Regime: Masks
Facial Occlusion
â˘Readability of Emotions
â˘Methods & Procedure
â˘Results
Experiment
Discussion
References
3. In 2019
⢠Not long ago, our lives changed
for good with with the
emergence of SARS 2
Coronavirus
⢠Limiting social interaction and
information exchange
4. Introduction
⢠We are far from perfect in assessing
the emotional state;
⢠particularly when we depend on
facial information (Derntl et al.,
2009)
⢠without contextual knowledge
of the circumstances (Aviezer et
al., 2008)
⢠Not seeing the dynamic
progression of the expression,
static view (Bassili, 1979; Blais
et al., 2012, 2017)
5. The New Regime: Masks
⢠Masks affect Social Interaction
⢠Our faces > Identity
⢠Community Masks of COVID-19
cover 60-70% area of face needed
for
⢠Emotional Expression
⢠Emotion Reading
⢠Due to masks, we canât tell:
⢠Reliability
⢠Attractiveness
⢠Age
⢠Sex
⢠Constraints on Expression
Analysisš (Bruce & Young,
1986)
1 "Expression Analysis": reading other's emotional state
6. Facial Occlusion
Occlusion is not new in the Field
⢠Bubbles-paradigm (Gosselin & Schyns, 2001) allows
identification of visual information adressing specific parts
of face (e.g., Smith et al., 2005; Blais et al., 2012)
⢠Processing the mouth region is crucial to decrypt
facial expressions (Blais et al., 2012)
⢠Occlusion of Mouth (Blais et al., 2012) and Emotions
⢠Rectangular cardboard
⢠Happiness, Sadness, and Anger (Bassili, 1979)
⢠For impacts of specific types of occlusion on emotional
reading see,
⢠Top/bottom halves of faces (Bassili, 1979)
⢠Ecological valid items (niqab) (Fischer et al., 2012)
⢠Shawl/cap (Kret & de Gelder, 2012)
⢠Findings are contradictory (e.g., (Kret & de Gelder,
2012), (Kotsia et al., 2008), (Bombari et al., 2013),
(Eisenbarth & Alpers, 2011)
7. Experiment
Readability of Emotions
⢠41 Participants
⢠18-87 years (M = 26.7)
⢠6 Emotional Expressions
⢠Anger
⢠Disgust
⢠Fear
⢠Happiness
⢠Neutral
⢠Sadness
⢠12 Different Causasian Faces² of 3 age
groups: young, medium = middle-aged,
elderly (MPI FACES database)
⢠Fully Visible
⢠Partially covered by a face mask
2 These faces were used as a baseline and later were applied face
masks by means of Photoshop, adding shadow and other visual effects.
8. Experiment
Methods & Procedure
⢠Conducted through SoSciSurvey online platform (15-
18 May 2020)
⢠Each person was randomly shown 6 different pictures
of 6 different emotional state (anger, disgust, fear,
happiness, neutral, and sadness) from the collection
of 72 pictures from MPI FACES database
⢠Scale (1-7) of Personal Confidence
⢠No time limit for response
⢠Lasted 20-25 min
⢠Stimulli
⢠2 (face sex) à 3 (face age group) à 2
(individuals) Ă 6 (emotions) Ă 2 (no face mask
vs. face mask) = 144 face stimuli
9. Experiment
Results
⢠Accuracy of identifying facial emotions wihout masks (M = 89.5%
(chance rate = 16.7%) â no participant below 76.4%
⢠Outperformed previous studies (e.g., (Aviezer et al., 2008), Derntl
et al., 2009)
⢠Masks led to
⢠Decrease in accuracy
⢠Confusion of emotions
10. Experiment
Results
⢠Many emotional states (e.g., happy, sad, and
angry) misinterpreted as neutral
⢠genuine emotional state was not perceived
anymore.
⢠Other emotions (e.g., disgust) confused with
anger
⢠was found in more than one third of all
assessments of disgusted faces wearing a
mask
⢠Literature indicates there are confusions based
on other factors
⢠Adults confuse basic emotions (disgust,
happiness, and fear), and even have
intense problems in recognizing other
basic emotions such as anger and sadness
(Ruffman et al., 2008).
11. Discussion
⢠Facial expressions are not our one and only
source of information;
⢠body posture, body language and voice
characteristic (Golan et al., 2006)
⢠the bodily context (Aviezer et al., 2008)
⢠the head orientation (Sauer et al., 2014
⢠Social context (Mondloch, 2012)
⢠We can still effectively interact with one another
even with constraints on the level of visual
information.
⢠Emotional Reading was strongly irritated by the
presence of a mask
⢠in an everyday life scene, we will typically show
lower levels of attention
⢠impact of face masks on reading emotions could
even be stronger
12. References
⢠Carbon C-C (2020) Wearing Face Masks Strongly Confuses Counterparts in Reading Emotions. Front.
Psychol. 11:566886. doi:10.3389/fpsyg.2020.566886