psychology

1. ASSIGNMENT 1
NAME MUHAMMADAMERRULBIN MOHDSANISHAM TIME
ID NO 012020020141 CODE BSY20103
TOPIC
ACADEMIC
SESSION
FEBRUARY2020
DATE
LECTURER MADAM NOOR ADILA BINTI MOHAMAD ALWI
CRITERIA 4 3 2 1 MARKS
PRESENTATION
SKILLS
Regular/constant eye
contact, The
Most members spoke
to majority of
Members focused on
only part of audience.
Minimal eye contact
by more than one
( _ X 5)
20
audience was
engaged,and
presenters held the
audience; steady eye
contact.
The audience was
Sporadic eye contact
by more than one
presenter.
member focusing on
small part of
audience.The
audience’s attention. engaged by the The audience was audience was not
Appropriate
speaking volume &
body language.
presentation.
Majority of presenters
spoke at a suitable
distracted.
Speakers could be
heard by only half of
engaged.Some of
presenters spoke too
quickly or quietly
volume. the audience. making it difficult to
Some fidgeting by
member(s).
.
Body language was
distracting.
understand.
Inappropriate/disint
erested body
language.
COMPLETENESS
( -X 4)
16
Presentation
provides good depth
and detail; ideas well
developed; facts have
adequate
background;
presentation is
within specified
length
Presentation provides
adequate depth; few
needed details are
omitted; major ideas
adequately developed;
presentation is within
specified length
Additional depth
needed in places;
important
information omitted
or not fully
developed;
presentation is too
short or too long
Presentation does
not provide adequate
depth; key details are
omitted or
undeveloped;
presentation is too
short or too long
DELIVERY
( _ X 5)
20
Good volume and
energy; proper pace
and diction;
avoidance of
distracting gestures;
professional
appearance; visual
aids used effectively
Adequate volume and
energy; generally good
pace and diction; few
or no distracting
gestures; professional
appearance; visual
aids used adequately
More volume/energy
needed at times; pace
too slow or fast;
some distracting
gestures or posture;
adequate
appearance; visual
aids could be
improved
Low volume or
energy; pace too slow
or fast; poor diction;
distracting gestures
or posture;
unprofessional
appearance; visual
aids poorly used
GRAPHICS/SUPPOR
T MATERIALS
( _ X 3)
12
All graphics are
attractive (size and
colors) and support
the topic of the
presentation
All graphics are
attractive but a few do
not support the topic
of the presentation
Severalgraphics are
unattractive AND
detract from the
content of the
presentation
No graphics and
unattractive during
presentation
LENGTH OF
PRESENTATION
( _ X 2)
8
Within 15 minutes of
allotted time +/-
Within 10 minutes of
allotted time +/-
MORE than 15
minutes/ LESS than
10 mins of allotted
time
Too long more than
20 mins and or too
short less than 5
mins from the
allotted time.
ORGANIZATION
( _ X 2)
Clearly organized in
into a logical
sequence.Excellent
Adequate evidence of
a logical sequence of
information. Good use
Minimal or no outline
followed. No logical
Unclear and
confusing. No

2. 8 introduction and
conclusion.
of an outline.
Satisfactory
introduction and
conclusion.
organization, some
digressions. Unclear,
confusing. No
introduction.
introduction and no
conclusion.
QUESTIONS AND
ANSWERS
( _ X 3)
12
Demonstrates
extensive knowledge
of the topic by
responding
confidently, precisely
and appropriately to
all audience
questions and
feedback.
Demonstrates
knowledge of the topic
by responding
accurately and
appropriately to
questions and
feedback.
Demonstrates some
knowledge of the
topic by responding
accurately and
appropriately to
questions and
feedback.
Demonstrates
incomplete
knowledge of the
topic by responding
inaccurately and
inappropriately to
questions and
feedback.
DRESS ATTIRE
( _ X 1)
4
Business attire Business casual attire Casualattire Below standard
(wearing round neck
shirt/slipper/ short
pants/cap)
TOTAL /100
Remarks
SUMITTED BY: RECEIVED BY:
……… … …… … …… … …… … …… …… … .
(signature & date)
DATE OF SUBMISSION:

3. REPORT
WRITING FORMAT:
A) FONT TYPE: TIMES NEW ROMAN
B) FONT SIZE : 12 point
C) SPACING : 1.5
D) PARAGRAPH: JUSTIFY
CRITERIA&MARKS 5 4 3 2 1 MARKS
CONTENT
( _ X 5)
25
Thoroughly and
clearly states the
main points and
precise details
that are
accurately
focused on the
topic.
Adequately
states the main
points and
details that are
accurately
focuses on the
topic.
States the most
of the main
points and
details that focus
on the design
topic. May
include some
unnecessary
information.
States fewmain
points and
details that focus
on the project, or
information does
not relate to
topic.
Main point
and/or argument
confused/unclea
r. Irrelevant
information, no
transition
between ideas.
ORGANIZATION
( _ X 2)
10
Clearly
organized in into
a logical
sequence.
Excellent
introduction
Adequate
evidence of a
logical
sequence of
information.
Good use of an
outline.
Satisfactory
introduction.
Fair evidence of
a logical
sequence of
information.
Some use of
outline. Weak
introduction.
Minimal or no
outline followed.
No logical
organization,
some
digressions.
Unclear,
confusing. No
introduction.
Unclear and
confusing. No
introduction.
SPELLING
( _ X 1)
5
Negligible errors. Minor errors Severalerrors Numerous
errors.
Frequently
misspells
homonyms.
QUALITY OF
INFORMATION
( _ X )
25
Supporting
details specific to
subject.
Rephrase the
statement from
references.
Some details
are non-
supporting to
the subject.
There are some
quotes from
references and
rephrasing the
statement.
Few details are
non-supporting
to the subject.
There are some
quotes from
references and
paste as he/she
content.
Details are
somewhat
sketchy. Do not
support topic.
Unable to find
specific details.
Copy from other
sources and
paste as he/she
content.
CONCLUSION
( _ X 3)
15
Outstanding
topic review;
strong sense of
closure
Satisfying
review of
highlights
Acceptable work
needing
additional
development
Abrupt,ending
without
connection to
subject
No conclusion
NEATNESS
( _ X 1)
5
Typed; clean;
neatly bound in a
report cover;
illustrations
provided.
Legible writing,
well-formed
characters;
clean and
neatly bound in
a report cover.
Legible writing,
some ill-formed
letters, print too
small or too
large; papers
stapled together.
Illegible writing;
loose pages
Lack of data at
all.
REFRENCES
( _ X 3)
15
Information is
gathered from
multiple
electronic and
n0n-electronic
sources and cited
properly.
Information is
gathered from
multiple
electronic and
n0n-electronic
sources.
NA Information is
gathered from
limited
electronic and
n0n-electronic
sources and cited
properly.
Information is
gathered from
non-electronic or
electronic
sources only.
TOTAL /100

4. 1. INTRODUCTION
1.1 WHAT IS DEFENCE MECHANISM?
Defence mechanisms are psychological mechanisms aimed at reducing anxiety. They were first discussed by
Sigmund Freud as part of his psychoanalytic theory and further developed by his daughter, Anna Freud. Alfred
Adler and others also identified additional mechanisms. Often unconscious, defence mechanisms are used to protect
an individual from psychological pain or anxiety. While such mechanisms may be helpful in the short term,
alleviating suffering that might otherwise incapacitate the individual, they can easily become a substitute for
addressing the underlying cause and so lead to additional problems. The solution, therefore, is to address the
underlying causes of the pain these mechanisms are used to defray. The ideal, however, would be for individuals to
grow and live in a healthy psychological environment, in a society that cares for and nurtures each person, so that
the use of these defence mechanisms is not necessary.
1.2 DEFINITION
Defence mechanisms are unconscious mechanisms aimed at reducing anxiety that arises from three different
scenarios:
 When the id impulses are in conflict with each other;
 When the id impulses conflict with superego values and beliefs;
 When an external threat is posed to the ego.

5. 2. CONTENT
Sigmund Freud was the first person to develop the concept of defence mechanisms, however it was his
daughter, Anna Freud, who clarified and conceptualized them. She described ten different defence
mechanisms: denial, displacement, intellectualization, projection, rationalization, reaction formation,
regression, repression, sublimation, and suppression. Later researchers have added some more defence
mechanisms to the list: compensation (first described by Alfred Adler), dissociation, fantasy,
identification, undoing, and withdrawal.
There is no theoretical consensus on the number of defence mechanisms. Classifying defence
mechanisms according to some of their properties (i.e. underlying mechanisms, similarities or
connections with personality) has been attempted.

6. There are many defence mechanisms, defence mechanisms work by changing unacceptable impulses into
acceptable forms, or by unconsciously blocking such impulses, and thus reducing anxiety. and the one I choose to
elaborate is Rationalization
In psychology, rationalization is the process of constructing a logical justification for a decision that was originally
arrived at through a different mental process. This process can range from fully conscious (e.g. to present an externa l
defence against ridicule from others) to mostly subconscious (e.g. to create a block against internal feelings of guilt).
Simply put, rationalization is making excuses for one's mistakes, and by doing so avoiding self-condemnation or
condemnation by others.
There are two types of rationalization. One is "sour grapes," a term from Aesop's fable about the fox who said that
the grapes too high to reach were sour anyway. For example, a person after failing to get into a law school may
justify himself by saying: "I would have hated being a lawyer anyway." The second, more productive type of the
rationalization is the "silver lining," an assumption that everything happens for the best, so one should try to find
the blessing in disguise. "So, I didn't get into law school, but now I can really focus on finding my true vocation."
Rationalization is a post-hoc (after the fact) defence mechanism, connected to the self-serving bias: failure is
ascribed to outside factors, whereas success comes from oneself.

7. 3. CONCLUSION
There are two main ways for a person to cope with threats:
avoiding, repressing, denying, looking away, escaping from the situation, or letting someone else take the blame;
approaching, learning more, and taking charge.
The first method may include the use of defence mechanisms such as denial, repression/suppression, withdrawal,
or projection. The second method may involve use of the defence mechanisms of rationalization, sublimation,
identification, compensation, and undoing. However, approaching and taking charge of the situation may still be
done in unhealthy ways.
Generally, the first way reduces stress, while the second increases chances for coping with the situation. Thus, the
first way is more effective when the situation is beyond our control, the second way works when there is something
that can be done about the problem. Most people use both ways depending on the situation, but also tend to have a
preferred way. Each has its own disadvantages: more stress and worry for the "approaches" and lack of awareness
for the "avoiders."

8. 4. REFERENCES
1. http://psychology.about.com/od/cognitivepsychology/
2. Book: - Cognitive psychology and its implications / John R. Anderson 6th edition.
3. Everyday Science Article: – http://www.sciencedaily.com/articles/c/cognition.html
4. Journal: Experimental and Cognitive Psychology, Academic Press INC.
5. Cybernetics: Control and Communication in the Animal & the Machine by Norbert Wiener.
6. Neisser (1967). Appleton-Century-Crofts: New York, Cognitive psychology.
7. Newell, A., & Simon, H. (1972) Prentice-Hall, Human/individual problem solving.
8. Miller, G. A. (1956). The magical number of seven, plus or minus two: some strictures on our capability
for processing information/knowledge.
9. American Psychological Association (2013). Appendix of psychological terms
10. Willingham, D. T. (2007) Perception: The thinking animal (3rd edition.). Upper Saddle River, NJ:
Pearson/Prentice Hall
11. https://kappanonline.org/agarwal-roediger-lessons-for-learning-how-cognitive-psychology-informs-
classroom-practice/
12. https://www.researchgate.net/publication/273592956_Applying_Cognitive_Psychology_to_Education_Tr
anslational_Educational_Science/link/586c016708ae8fce4919e237/download