L3 violence in the media
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This document discusses several social psychological theories of aggression and debates about the links between media violence and aggression. It provides an example study from 1972 by Eron that found a positive correlation between viewing violent media and aggressive behavior. It also summarizes a 2000 study by Charlton et al. that found no evidence that violent media causes increased aggression. The document includes evaluation questions about the Charlton et al. study and discusses preparation for exam questions on explanations of aggression.
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Social psychological theories of aggression - SLT A2
Social learning theory proposes that aggression in children can be learned through observation and imitation of aggressive models such as family, peers, and media figures. According to this theory, children learn aggression through four processes: attention, retention, reproduction, and motivation. Children are more likely to imitate same-gender role models of high status. Observational learning of consequences, such as vicarious reinforcement or punishment of aggression, can also shape children's aggressive behavior according to social learning theory.
Aggression
Social learning theory explains aggression through observational learning and reinforcement. Bandura's Bobo doll experiment found children who observed an adult acting aggressively towards a Bobo doll were more likely to behave aggressively themselves, especially if the adult was rewarded. Evaluation of social learning theory notes it has good experimental support but lacks ecological validity and has ethical issues.
Nomative & Informational Influence
Here are two examples from my own experiences:
1. Normative influence: In high school, I started listening to a certain type of music just because it was popular among my friends, even though it wasn't necessarily my personal taste. I wanted to fit in with the group.
2. Informational influence: When I visited a new city, I followed the crowds to figure out which subway line to take to get to the downtown area. Since I didn't know the system well, I relied on others seeming to know where they were going.
Social learning theory power point
Social Learning Theory proposes that humans can learn through observational learning and imitating models. According to the theory, there are four requirements for observational learning to occur: attention, retention, motor reproduction, and motivation. The document summarizes several classic studies that provide evidence for Social Learning Theory, including the Bobo doll experiment conducted by Bandura which found that children were more likely to exhibit aggressive behaviors after observing an adult model acting aggressively towards a Bobo doll. Another study on vervet monkeys found that infant monkeys were more likely to adopt feeding strategies demonstrated by their mothers.
Sociocultural Level of Analysis: Social and Cultural Norms
This document discusses social and cultural norms and how they influence behavior. It describes norms as rules based on shared cultural beliefs about appropriate behavior. Humans conform to norms to belong to social groups. Social learning theory holds that people learn behaviors by observing and imitating models. Factors like attention, retention, motivation, and rewards/punishment impact whether behaviors are learned. Studies show children imitate aggressive behaviors modeled by adults. Cultural dimensions also influence behavior, with individualist versus collectivist cultures and uncertainty avoidance impacting conformity. Cultural norms are passed down through generations and regulate behaviors within groups.
Lesson 2 conformity
There are three main types of conformity according to the document:
1. Compliance, which involves going along with a group to gain approval or avoid disapproval, but does not reflect a change in underlying attitudes.
2. Internalization, which involves accepting and believing the group's views both publicly and privately.
3. Identification, which involves conforming in order to fit in as a group member and has elements of both compliance and internalization.
The two main explanations for conformity are normative social influence, which is conforming to avoid being rejected or mocked by the group, and informational social influence, which involves accepting information from others as evidence about reality when uncertain.
Key experiments discussed include
AQA AS Psychology Unit 1 SOCIAL INFLUENCE
The document discusses conformity and obedience as forms of social influence. It defines conformity as changing one's behavior or opinions due to group pressure, while obedience involves following direct orders from an authority figure. Several classic studies are summarized that provide evidence about the situational and dispositional factors involved in conformity and obedience, including Asch's line judgment experiment, Milgram's obedience study, and Adorno's research on authoritarian personality traits. Key findings indicate that conformity and obedience can be strongly influenced by group size, unanimity, task difficulty, proximity to authority, and the perceived legitimacy of those in positions of power. Individual differences in personality also play a role.
Terms Quick Reference
This document defines and describes several social forces and phenomena: conformity (normative and informational), obedience, diffusion of responsibility, deferral of responsibility to authority, power of the situation, social facilitation, social loafing, risky shift, and groupthink. Conformity refers to going along with a group to be liked or see them as a source of information. Obedience involves following authority figures to avoid punishment. Diffusion of responsibility means feeling less responsible as part of a group. The power of the situation impacts individual behavior. Social facilitation means performing better when observed, while social loafing means performing worse in groups. Risky shift and groupthink can lead groups to make riskier or poorer decisions than individuals
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Social psychological theories of aggression - SLT A2
Social learning theory proposes that aggression in children can be learned through observation and imitation of aggressive models such as family, peers, and media figures. According to this theory, children learn aggression through four processes: attention, retention, reproduction, and motivation. Children are more likely to imitate same-gender role models of high status. Observational learning of consequences, such as vicarious reinforcement or punishment of aggression, can also shape children's aggressive behavior according to social learning theory.
Aggression
Social learning theory explains aggression through observational learning and reinforcement. Bandura's Bobo doll experiment found children who observed an adult acting aggressively towards a Bobo doll were more likely to behave aggressively themselves, especially if the adult was rewarded. Evaluation of social learning theory notes it has good experimental support but lacks ecological validity and has ethical issues.
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Here are two examples from my own experiences:
1. Normative influence: In high school, I started listening to a certain type of music just because it was popular among my friends, even though it wasn't necessarily my personal taste. I wanted to fit in with the group.
2. Informational influence: When I visited a new city, I followed the crowds to figure out which subway line to take to get to the downtown area. Since I didn't know the system well, I relied on others seeming to know where they were going.
Social learning theory power point
Social Learning Theory proposes that humans can learn through observational learning and imitating models. According to the theory, there are four requirements for observational learning to occur: attention, retention, motor reproduction, and motivation. The document summarizes several classic studies that provide evidence for Social Learning Theory, including the Bobo doll experiment conducted by Bandura which found that children were more likely to exhibit aggressive behaviors after observing an adult model acting aggressively towards a Bobo doll. Another study on vervet monkeys found that infant monkeys were more likely to adopt feeding strategies demonstrated by their mothers.
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Lesson 2 conformity
There are three main types of conformity according to the document:
1. Compliance, which involves going along with a group to gain approval or avoid disapproval, but does not reflect a change in underlying attitudes.
2. Internalization, which involves accepting and believing the group's views both publicly and privately.
3. Identification, which involves conforming in order to fit in as a group member and has elements of both compliance and internalization.
The two main explanations for conformity are normative social influence, which is conforming to avoid being rejected or mocked by the group, and informational social influence, which involves accepting information from others as evidence about reality when uncertain.
Key experiments discussed include
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The document discusses conformity and obedience as forms of social influence. It defines conformity as changing one's behavior or opinions due to group pressure, while obedience involves following direct orders from an authority figure. Several classic studies are summarized that provide evidence about the situational and dispositional factors involved in conformity and obedience, including Asch's line judgment experiment, Milgram's obedience study, and Adorno's research on authoritarian personality traits. Key findings indicate that conformity and obedience can be strongly influenced by group size, unanimity, task difficulty, proximity to authority, and the perceived legitimacy of those in positions of power. Individual differences in personality also play a role.
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This document defines and describes several social forces and phenomena: conformity (normative and informational), obedience, diffusion of responsibility, deferral of responsibility to authority, power of the situation, social facilitation, social loafing, risky shift, and groupthink. Conformity refers to going along with a group to be liked or see them as a source of information. Obedience involves following authority figures to avoid punishment. Diffusion of responsibility means feeling less responsible as part of a group. The power of the situation impacts individual behavior. Social facilitation means performing better when observed, while social loafing means performing worse in groups. Risky shift and groupthink can lead groups to make riskier or poorer decisions than individuals
2 aggression slt
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1) Compliance involves public behavior change but not private belief change, and is short-term. An example is eating meat privately while conforming to vegetarian friends.
2) Identification involves public and private belief changes that are short-term while in the presence of the group, like temporarily becoming Christian to please friends.
3) Internalization involves long-term public and private belief changes that continue without the group's presence, such as permanently adopting a friend's fashion views.
It also distinguishes between normative social influence (
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2) Early experiments by Sherif and Jenness showed that individuals will change their estimates to match the group when presented with ambiguous situations where there is no clear answer. This occurs through informational influence, where people look to the group for information.
3) Conformity can also occur through normative influence, where people conform to fit in with the group and follow social norms rather than analyzing the situation. This leads to compliance without changing private attitudes.
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Here is a potential 4 mark outline of the role of the agentic state in obedience:
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The document discusses conformity and its role in anti-social behavior. It defines conformity as a change in behavior or attitudes due to real or imagined group pressure or norms. There are three types of conformity: compliance, identification, and internalization. It also summarizes three classic experiments on conformity conducted by Stanley Milgram, Solomon Asch, and Muzafer Sherif. Students are assigned to one of the experiments and must present on what the experiment involved, its conclusions, and how it could explain anti-social behavior.
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Here are some key characteristics of people/groups we are most willing to change our behavior for:
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Solomon Asch conducted a famous conformity experiment in the 1950s. In the experiment, participants were shown card pairs with line lengths and asked to indicate which line matched on each trial. Confederates in the experiment intentionally gave incorrect answers on some trials to see if the real participants would conform. Asch found that around 75% of real participants conformed to the incorrect group answer at least once, showing the powerful influence of social pressure on conformity. Factors like group size, task difficulty, and lack of group unanimity can impact the level of conformity observed. The experiment demonstrated that people often change their own beliefs or behaviors to fit in with the group.
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Groups develop norms, or expectations for appropriate behavior. When individuals do not follow group norms, they may face rejection or exclusion. Social influence can lead to conformity, compliance, or obedience. Conformity is changing one's behavior to match a group, while compliance involves doing what others directly request. Obedience refers to following orders, as shown in Milgram's shock experiment where participants obeyed an authority figure to administer apparently harmful shocks.
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This document discusses types of conformity according to Kelman's (1958) three levels: compliance, identification, and internalization. It provides definitions and examples for each:
1) Compliance involves public behavior change but not private belief change, and is short-term. An example is eating meat privately while conforming to vegetarian friends.
2) Identification involves public and private belief changes that are short-term while in the presence of the group, like temporarily becoming Christian to please friends.
3) Internalization involves long-term public and private belief changes that continue without the group's presence, such as permanently adopting a friend's fashion views.
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1) Social influence is the ways that external social factors alter our behavior, such as conformity to majority influence through peer pressure or fashion trends. Conformity can occur publicly or privately.
2) Early experiments by Sherif and Jenness showed that individuals will change their estimates to match the group when presented with ambiguous situations where there is no clear answer. This occurs through informational influence, where people look to the group for information.
3) Conformity can also occur through normative influence, where people conform to fit in with the group and follow social norms rather than analyzing the situation. This leads to compliance without changing private attitudes.
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The document provides a playlist of songs related to psychological concepts like obedience, conformity, and unconformity. It also includes a chapter from a psychology textbook about social influence and conformity. The chapter defines social influence, conformity, compliance and obedience. It discusses two types of conformity: informational social influence, which occurs when people conform due to ambiguity, and normative social influence, which occurs due to a desire for social acceptance. Factors that can influence conformity like group size and unanimity are also examined.
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Social psychology examines attitudes, persuasion, conformity, and relationships between people. There are three components of an attitude: affective, behavioral, and cognitive. Persuasion can occur through central or peripheral routes of message processing as described in the Elaboration Likelihood Model. Conformity studies like Asch's line experiments and Milgram's obedience study showed people often conform to group norms and authority figures respectively. Close relationships are influenced by attachment theory and Sternberg's types of love.
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Agentic state
Here is a potential 4 mark outline of the role of the agentic state in obedience:
The agentic state theory proposes that when individuals are placed in a situation with a perceived legitimate authority figure, they enter an 'agentic state' where they see themselves less as autonomous individuals and more as agents acting on behalf of the authority. This agentic shift allows people to distance themselves from responsibility for their own actions, increasing the likelihood they will obey orders from the authority figure due to feeling less personally accountable.
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The document discusses social identity theory and stereotypes. It provides an overview of social identity theory, describing how individuals derive self-esteem from membership in social groups and compare their in-groups favorably to out-groups. It summarizes several classic studies on social identity theory and stereotypes, including Tajfel's minimal group experiments showing in-group favoritism and Cialdini's research on "basking in reflective glory." It also evaluates social identity theory, noting strengths like explaining in-group favoritism and limitations like not fully explaining why in-group favoritism can lead to violence toward out-groups.
Asch conformity experiment
Solomon Asch conducted a famous conformity experiment in the 1950s where he had participants judge which of three lines was the same length as a target line. While most of the other participants were confederates who intentionally gave the wrong answer, about 1/3 of real participants conformed at least once by giving the incorrect answer to fit in with the majority. The experiment demonstrated the powerful influence of social pressure and conformity within groups.
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Strategies Of Reduction
Aggression
This document discusses aggression, including its definitions, types, biological and social causes, and symptom domains. It begins by exploring various definitions of aggression and how it differs from violence. It then outlines types of aggression such as instrumental vs emotional, sanctioned vs non-sanctioned, and proactive vs reactive. Biological explanations and the neuroanatomy/neurochemistry of aggression are reviewed. Social learning theory, social interaction theory, and excitation transfer theory are presented as theories of aggression. The document discusses demographic and situational factors associated with human aggression. Finally, it examines impulsivity and affective instability as two symptom domains of aggression.
Aggression
Aggression can take many forms from physical violence to verbal insults. While some argue aggression is innate, driven by evolution and hormones, others believe it is learned through experiences like punishment and imitation of models. Gender, culture, media exposure, and substances like alcohol can influence aggressive behaviors. Effectively addressing the root causes of frustration and negative affect while promoting non-violent conflict resolution may help reduce aggression.
Psychology Of Aggression
This document defines aggression and violence, and discusses various models and factors related to aggression. It begins by defining aggression as behavior intended to cause harm between individuals, which can be physical or emotional. Violence is defined as aggressive behavior using force. It then covers biological models of aggression including anatomical bases in the limbic system and hypothalamus, as well as neurotransmitters and hormones. Psychological models discussed include psychoanalytic, humanistic, and social learning theories. Social determinants of aggression highlighted include frustration, provocation, and media violence. The document concludes by covering prevention/control methods and cognitive theories of aggression.
Psychology of aggression
This document provides an overview of the psychology of aggression and violence. It begins with definitions of key terms like aggression, violence, and excitement. It then discusses various classifications and types of aggression, including hostile vs instrumental aggression. The document outlines several models of aggression, including biological, psychological, and social learning theories. It discusses various determinants of aggression including social, environmental, and situational factors. Finally, it proposes several methods for reducing aggression, such as punishment, catharsis, modeling non-aggressive behavior, teaching communication skills, building empathy, and aggression replacement training.
Aggression
Introduces and discusses theories and research about the causes of aggression and anti-social behaviour.
The Impact Of Media Violence On Youth Powerpoint
The document discusses research on the impact of media violence on youth behavior. Studies have found that exposure to violence in media, like television and video games, can contribute to increased aggressive behavior over time in youth. One study of 820 youth found that violent media use predicted later violence and aggression, especially combined with family or community violence exposure. Researchers recommend media literacy education to help youth critically evaluate media messages and the impacts of violence. Parental control and monitoring of youth media exposure can also help reduce risks.
El Futuro de la Arquitectura en 100 Edificios (97-100)
El documento explora ideas innovadoras sobre cómo la tecnología podría revolucionar la construcción de edificios en el futuro, como el uso de drones para transportar materiales de construcción, la posibilidad de construir rascacielos en un solo día sin necesidad de grúas o escaleras, y el uso de madera en lugar de acero y concreto para rascacielos más sustentables que puedan ser construidos rápidamente. También considera ideas más imaginativas como que las vacas construyan sus propias casas.
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Family Violence: Research Methodology, Assessment, and Theories
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Similar to L3 violence in the media
Cyber Security Gone too farCarlos Diego LimaExce.docx
Cyber Security Gone too far
Carlos Diego Lima
Excelsior College
BNS301 National Security Ethics and Diversity
How far is it too far when protecting the peoples' rights in cyberspace and its national security? In an ever-evolving cyber world, many states tend to infringe on citizens' cyber information privacy for their own accord. Sometimes governments overstep boundaries and bend the rules to protect the land and overstep the peoples' privacy to enforce rules and regulations. My final paper will analyze rules and regulations within the Cybersecurity realm within the United States. The National Security Strategy is a good guideline on the laws and what the U.S is looking to implement soon. This paper intends not to make conspiracy theories to show facts and existing laws and regulations on how the citizens' privacy has no longer been protected and some examples of historical events. (Snowden) had an ethical dilemma when he made his decisions. My paper will include my opinions and the bullet points below to construct a good argument on how the U.S can protect its citizens' privacy.
· National Security Strategy
· Cyber laws within the United States
· Privacy Laws
· Phone settings
· Phone Companies and laws sharing information to the government
· Internal agencies search and espionage laws
Edgar, T. H. (2017). Beyond Snowden privacy, mass surveillance, and the struggle to reform the NSA. Washington, D.C: Brookings Institution Press.
J., T. P., & Upton, D. (2016). Cyber security culture: Counteracting cyber threats through organizational learning and training. Routledge.
Miloshoska, D., & Smilkovski, I. (2016).
Http://uklo.edu.mk/filemanager/HORIZONTI 2017/Horizonti serija A volume 19/14. Security and trade facilitation - the evidence from Macedonia- Milososka, Smilkovski.pdf.
HORIZONS.A, 19, 153-163. doi:10.20544/horizons.a.19.1.16.p14
Omand, D. (2018). Principled Spying: The Ethics of Secret Intelligence. Georgetown University Pre Omand, D. (2018). Principled Spying: The Ethics of Secret Intelligence. Georgetown University Press.
Zimmerman, R. (2015). The Department of Homeland Security: Assessment, recommendations, and appropriations. New York: Nova.
Running Head: METHODS, RESULTS AND DISCUSSION 1
METHODS, RESULTS AND DISCUSSION
Kaytlin De Los Santos
Florida International University
METHODS, RESULTS AND DISCUSSION 2
Methods, Results and Discussion
Methods
Participants
One hundred and thirty-nine participants were randomly selected and requested to fill a
questionnaire during the study. Every one of the 48 researchers looked for about 3 participants
each who were strangers to them or students at FIU. The participants needed to have not taken a
psychology research methods class in the fall of 2019.
Male participants for the study were 53 which accounted 38.1% while female participants
were 86 which accounted for 61.9% of the total number of particip.
Problem Solving
The study examined the association between social problem solving skills, self-regulation, and social/behavioral functioning in children with moderate to severe traumatic brain injuries compared to children without brain injuries. Children with brain injuries provided fewer assertive and more avoidant/aggressive responses to social problem solving scenarios. Higher self-regulation predicted more assertive responses. Social problem solving responses accounted for variance in social/behavioral functioning ratings, with aggressive responses associated with poorer functioning and assertive responses associated with better functioning.
District anti bullying training
Bullying is a widespread problem that negatively impacts students' well-being and achievement. The document outlines a comprehensive, school-wide approach to addressing bullying consisting of three parts:
1. Defining and tracking bullying to establish clear policies.
2. Implementing prevention strategies like supervision, social-emotional learning, and bystander empowerment.
3. Establishing protocols for responding to incidents through investigation, consequences, parent involvement, and reflection.
The approach aims to change school culture and norms to reduce bullying through community engagement and evidence-based practices.
Social learning theory 'goodfellas' and 'american gangster'
Bandura, Ross, and Ross (1961) conducted a study to test social learning theory and whether children would imitate aggressive behaviors. Children were exposed to an aggressive model, a non-aggressive model, or no model. Those who saw the aggressive model engaged in more aggressive behaviors compared to the other groups. Boys imitated same-sex aggressive models more than girls. The findings supported social learning theory - that behaviors can be learned through observation.
ABANTO_HUMILITY_PPT.pptx
The document discusses teenage girls' interest in pornography based on interviews with participants. It finds that their initial interest stems from natural curiosity, stress relief, or misguided notions of sexual pleasure portrayed in porn. However, after experiencing pornography, the girls realize it promotes unrealistic standards and can be psychologically harmful. They advise educating youth on pornography's effects and empowering parents to have open discussions on relationships and sexuality with their children.
Prasanta Bhattacharya - WESST - Social Networks and Causal Inference
Prasanta Bhattacharya - WESST - Social Networks and Causal InferenceNUS Institute of Applied Learning Sciences and Educational Technology
Workshop on Educational and Social Sciences, 19-21 Jul, at the National University of Singapore. Research Talk.Research.report
The document describes the descriptive research method. It defines descriptive research as aiming to describe a situation as it exists at the time of study and explore the causes of phenomena. The document outlines several types of descriptive studies including case studies, surveys, developmental studies, follow-up studies, documentary analysis, and trend analysis. It also discusses various ways of collecting descriptive data such as interviews, questionnaires, observation, and devices. Finally, it provides examples to illustrate different descriptive study types.
Obedience 12 a
The document discusses research into conformity and obedience. It outlines Milgram's famous experiment on obedience, in which participants were instructed to administer electric shocks to another participant. The document summarizes Milgram's key findings, including that 65% of participants administered the maximum shock. It then evaluates Milgram's experiment, noting issues with external validity, demand characteristics, lack of diversity in samples, and ethical concerns regarding deception and risk of harm. Variations of Milgram's experiment that altered situational factors like location or having participants work in groups are also briefly discussed.
Psychology project
The document is a psychology project report on choosing a mate. It includes an introduction describing the topic of selecting a mate and factors that may be considered. The method section outlines the research design, 100 participants, materials of questionnaires, and procedure of conducting surveys and analyzing results. The results section presents 6 figures showing most participants preferred kindness over other traits when selecting a mate, accepted a small age difference, could accept long distance relationships, would consider different races, and would not accept a partner with a bad family background.
Action research
This study examines the relationship between television content and attention span in 4-5 year old African American children. It aims to test the hypothesis that children who view violent television content will have shorter attention spans compared to those who view non-violent educational content. The study involves two groups of 15 children who will view either violent or non-violent video clips, followed by assessments of their recall, ability to follow directions, and problem solving skills. The results will be analyzed to determine if there are significant differences in attention span and test scores between the two groups.
Week 3 – 91417Today• 2nd Research Example• Q.docx
Week 3 – 9/14/17
Today
• 2nd Research Example
• Quiz #1 Debrief
• Research Ethics
• Practice
• Workplace Productivity – You are interested in the factors
that influence and have relationships with employee’s
productivity in the workplace.
Questions:
1. What are one (1) directional & one (1) non-directional
research hypothesis?
2. What are the IV and DV in this scenario?
a. What might be an operational definition for these variables?
3. Is this research being done experimentally or non-
experimentally?
a. How can you tell?
4. Is this a qualitative or quantitative research study?
a. How can you tell?
Research Scenario Example #2
Conceptual
Math Achievement
Trust (Workplace)
Depression
Anger
Operational
Score on PSSA Math
Score on the ITA (International
Trust Assessment)
Hamilton Depression Rating
Scale
Yelling, hitting, etc.
Variable Definition (IV or DV)
Quiz 1
• How’d it go?
• Questions / Concerns?
• 1 Hour?
• Let’s take a look.
Types of Variables
Continuous and discrete variables
• Continuous: Measured along a continuum at any
place beyond the decimal point, meaning that it
can be measured in whole units or fractional units
• E.g. Olympic sprinters are timed to the nearest
hundredths place (in seconds), but if the Olympic
judges wanted to clock them to the nearest millionths
place, they could
Types of Variables
Continuous and discrete variables
• Discrete: Measured in whole units or categories
that are not distributed along a continuum
• E.g. Number of brothers and sisters you have,
socioeconomic class (working class, middle class,
upper class)
Recap So Far
• Empirical Research
• Experimental vs. Non-Experimental
• Quantitative vs. Qualitative
• Hypothesis vs. Research Question
• Directional
• Independent Variable vs. Dependent Variable
• Variable Definitions
• Conceptual vs. Operational
• Investigator is liable; must ensure…
– Protection from harm
– Experiments? Survey?
– Informed consent
– Privacy
– Knowledge of results
– Potential benefit
– Debriefing
• For sponsored work, University is also liable
– Institutional Review Board (IRB)
– Offering Inducements?
– Anonymity vs. Confidentiality
Ethics in Human Subject Research
IRB Approval
Ethical Use of Deception
Deception in research
• Can be active (deliberately untruthful) or passive
(omission of key information about a study)
• For IRB to approve the use of deception:
• The deception is necessary, and the use of
nondeceptive alternatives is not feasible
• There is no reasonable expectation for causing
physical pain or severe emotional distress to
participants
• Participants are informed of the deception as early as
possible, but no later than at the end of data
collection
• Use of Placebo
• Difficult to study topics
How did we get here?
• Who?
• Prisoners, Minorities, Children, Poor, Mental Disease, Cognitive
Disabilities
• What?
• Nuremberg Code
• Study of Disease Progressio.
Mod 6 cultural variations1
Van Ijzendoorn & Kroonenberg (1988) conducted a meta-analysis of 32 studies from 8 countries that used the Strange Situation procedure to assess infant attachment styles. They found that secure attachment was the most common style across cultures, though rates varied between countries. Individualistic cultures tended to have higher rates of avoidant attachment, while more collectivist cultures had higher rates of resistant attachment. However, variations in attachment styles within cultures exceeded those between cultures, suggesting childrearing practices among sub-cultures may also influence attachment.
Matt F Research Methods - Final Project.pptx
The document presents a proposed research study on the relationship between social media usage and mental health in adolescent males. It outlines the problem statement, purpose, hypotheses, and research questions. The literature review discusses previous research finding links between increased social media use, anxiety, depression, and decreased self-worth in teens. The proposed methodology is a quantitative study using surveys and assessments to examine how social media engagement correlates with anxiety and depression levels in male students aged 12-18. The study aims to explore these relationships and how different types of social media interactions may impact mental health.
Gfrp alevel sociology 2020
The document provides an introduction to studying sociology at Worthing College. It explains that sociology is the study of human interaction and society through the use of research methods and theories. In the first year of study, students will learn about key topics like education, crime, and beliefs. They will also learn how sociologists develop theories to explain human behavior and social patterns through collecting quantitative and qualitative data using methods like questionnaires, interviews, and experiments. The tasks in the document guide students to conduct their own small research study on factors that may influence differences in educational achievement between boys and girls.
Television viewing habit and violent behavior among school going children (10...
Background: Television is a window to the outside world for children. More than half of television viewers in India are children below 15 years. Studies suggest that exposure to violence on television influences child’s behavior especially aggressive behavior. Objectives: To assess the television viewing habit and violent behavior among school going children. To determine the association of television viewing habit and violent behavior with their selected demographic variables. To find out the correlation between television viewing habit and violent behavior. Material and Methods: A Non-experimental, Explorative and Descriptive study design was undertaken. Data was collected from 60 school going children selected by stratified random sampling and 60 parents of the same children. A structured questionnaire and rating scale was used for data collection. Results: Findings showed that majority (72%) of samples had moderately high television viewing habit. The overall mean score of violent behavior was (64.7±18.61) suggesting that the school going children had mild level of violent behavior. There was significant positive relationship between the television viewing habit and violent behavior (r=0.50).There was significant association between the television viewing habit and gender (χ2- 5.91, P<0.05) and leisure time (χ2- 4.34, P<0.05). There was highly significant association between violent behavior and gender (χ2- 11.09, P<0.05) and significant association between violent behavior and angry behavior among family member (χ2- 6.43, P<0.05) and leisure time (χ2-6.69, P<0.05).Conclusion: Study revealed that there is significant relationship between the television viewing habit and violent behavior among school children. Nurses could initiate and encourage discussions with the parents in this aspect and generate awareness among them.
Television viewing habit and violent behavior among school going children (10...
This study investigated the relationship between television viewing habits and violent behavior among 60 school-going children aged 10-15 years in India. The key findings were:
1) Most (72%) children had moderately high television viewing habits. There was a significant positive correlation between more time spent watching TV and increased violent behavior.
2) On average, children displayed mild levels of violent behavior. Gang behavior scores were the highest, indicating it was the most common type of violence.
3) Television viewing habits were significantly associated with gender and leisure time. Violent behavior was significantly associated with gender, family anger levels, and leisure time spent watching TV.
4) The study concluded that increased television viewing is related to
Dissertation defense ppt
This dissertation examines student fears and perceptions of safety on secondary school campuses. The study surveyed students about their fears related to safety, how those fears impact their well-being, and which security measures increase their feelings of safety. It found that most students feel safe in at least one class and have an adult they trust. However, it also identified fears around drug use, bullying, prejudice, and property crimes. The study recommends improving relationships, publicizing policies, addressing drug use, reporting bullying, examining prejudice, and involving students in safety measures. It suggests future studies on academic performance, teacher perceptions, student participation, and bullying reporting.
SOC 463/663 (Social Psych of Education) - Socialization
This document discusses socialization and its key agents. It begins by defining socialization as the lifelong process of inheriting and disseminating norms, customs, and ideologies to provide individuals with the skills to participate in their society. It then discusses three main agents of socialization: peers, parents, and schools. For peers, it describes how peer groups influence individuals through normative and informational social influence. For parents, it outlines how parenting practices, expectations, and the parent-child relationship shape children's development. For schools, it notes one goal of education is assimilation, preparing students to function successfully in existing social systems.
Stereotypes 2018
This document discusses stereotypes from several perspectives:
1. It defines stereotypes as generalizations made about groups that get applied to individuals. Several theories on the origins of stereotypes are presented, including social categorization and the "grain of truth" hypothesis.
2. Research is summarized that shows how holding stereotypes can impact perceptions and expectations of others. Studies demonstrate stereotypes influence judgments of intelligence and ability.
3. Additional research shows how knowing stereotypes exist about one's own group can negatively impact performance through "stereotype threat."
4. The document ends by reviewing studies on ways stereotypes may be overcome, such as exposing children to counter-stereotypical media portrayals and increasing awareness of implicit biases
Psychology project
The document is a psychology project report on choosing a mate. It includes an introduction discussing mate selection as an evolutionary process. The method section describes the quantitative research design, including questionnaires given to 100 participants to determine factors considered in mate selection. The results section presents 10 figures showing participants preferred kindness, intelligence and physical appearance as the top 3 factors. Most accepted an age difference of 1-5 years and over half accepted long distance relationships or different races. Discussion analyzes the findings and differences between male and female mate preferences based on evolutionary perspectives.
Similar to L3 violence in the media (20)
Cyber Security Gone too farCarlos Diego LimaExce.docx
Cyber Security Gone too farCarlos Diego LimaExce.docx
Social learning theory 'goodfellas' and 'american gangster'
Social learning theory 'goodfellas' and 'american gangster'
Prasanta Bhattacharya - WESST - Social Networks and Causal Inference
Prasanta Bhattacharya - WESST - Social Networks and Causal Inference
Television viewing habit and violent behavior among school going children (10...
Television viewing habit and violent behavior among school going children (10...
Television viewing habit and violent behavior among school going children (10...
Television viewing habit and violent behavior among school going children (10...
SOC 463/663 (Social Psych of Education) - Socialization
SOC 463/663 (Social Psych of Education) - Socialization
More from G Baptie
Gender dysphoria
This document discusses gender dysphoria and provides instruction for classroom activities on the topic. It begins with defining gender dysphoria as experiencing a mismatch between biological sex and gender identity. Students are asked to complete tasks studying the signs and symptoms of gender dysphoria, biological and psychological explanations, and the biosocial approach. They read a story about Hannah and analyze it from biological and psychological perspectives. Finally, the document previews that after the Easter break students will have an assessment covering all topics studied so far on gender and psychology, and provides revision instructions.
Gender and culture
Social influences from parents, peers, and media can encourage gender-stereotypical behaviors in children from a young age. Parents often model and reinforce behaviors that are considered appropriate for the child's gender. Peers also punish behaviors that are not typical of one's gender. Media portrays gender roles and stereotypes through television, magazines, and films that children are exposed to. However, cross-cultural research suggests that what is considered gender-appropriate varies across cultures and has become more flexible in Western cultures over time.
Biosocial approach
The biosocial approach argues that both biological and social factors interact to influence gender development, as biological sex influences the social roles individuals are expected to fulfill but these roles also shape psychological gender differences. Social role theory proposes that physical sex differences lead to specialized social roles for men and women, and people develop characteristics suited to their typical social roles. Studies examining the influence of gender labels on perceptions of children's behavior provide support for the biosocial view that socialization strongly shapes gender development from an early age.
Biological explanation gender 1
This document outlines exam questions related to gender development from 2010 to 2015. It focuses on assessing various theories and approaches to explaining gender, including:
- The biosocial approach and influences of social factors (2010)
- Kohlberg's theory of gender development (2011, 2013)
- Explanations for psychological androgyny (2011)
- Cross-cultural studies of gender roles (2011)
- Research into social influences on gender (2012, 2015)
- Gender schema theory (2012, 2014)
- The biosocial approach and social influences on gender (2013, 2015)
L3 cognitive comparisons
The document summarizes key cognitive theories of gender development:
1) Gender Schema Theory proposes that children develop mental frameworks for processing gender-related information from a young age.
2) Gender Constancy Theory suggests that children's perceptions of their own gender as stable develops between ages 3-4.
3) Later research found evidence supporting elements of both, finding that gender-based organization in memory increases with age as per Schema Theory, while same-sex preferences increase with developing Constancy.
4) The cognitive approach has been critiqued for ignoring biological influences and for potentially lacking real-world application today given changing social roles.
Gender schema
The document discusses a 1975 study by Slaby and Frey that found children with higher levels of gender constancy showed more attention to same-sex role models, supporting Kohlberg's theory of gender constancy. It also reviews a 1984 study by Weinraub finding that once children identify their own gender, they behave in ways stereotypical of that gender. Gender schema theory holds that children form mental frameworks of gender-appropriate behaviors from a young age based on their social environment.
Ao2 kohlberg
Gender constancy theory proposes that children progress through three stages of gender development: gender identity, gender stability, and gender constancy. According to this theory, children understand by age 2-3.5 that they are either a boy or girl, firmly believe this by ages 3.5-5, and understand that their gender remains constant despite changes in appearance by ages 5-7. The development of gender constancy is thought to depend on children's cognitive capabilities and stages of development as described by theorists like Piaget and Kohlberg.
Gender kohlberg
The document provides an introduction to psychological explanations of gender, distinguishing between sex and gender. It then outlines Kohlberg's gender constancy theory, a stage theory of gender development where children progress from recognizing gender labels, to understanding gender is stable, to realizing gender remains constant despite changes in appearance. The third stage of gender constancy, achieved between ages 5-7, aligns with Piaget's stage of concrete operational thought, where children develop the ability to conserve stable concepts.
Influence of childhood
The document discusses how childhood attachment influences adult relationships. John Bowlby proposed that infants form internal working models through their primary attachment with caregivers, which act as templates for future relationships. Studies have found associations between childhood attachment types and relationship styles in adulthood, supporting the continuity hypothesis. However, the theory may be reductionist by not considering other influential factors like life events, personality, and the possibility of learning secure attachments.
Parental investment
Parental investment theory proposes that the differences in reproductive strategies between males and females stem from their differing levels of minimal parental investment. For females, pregnancy and lactation require extensive energetic resources, limiting the number of offspring that can be produced. In contrast, males can father many offspring with minimal investment. As a result, females evolve to be more selective in choosing mates who can provide resources, while males benefit from pursuing multiple mating partners. This theory helps explain sex differences in mate preferences, jealousy, and parent-offspring conflicts as organisms strive to maximize their inclusive fitness within the constraints of their biological roles.
Sexual selection
This document discusses evolutionary theories around sexual selection and relationships. It explains that sexual selection occurs through intrasexual competition between males to attract females, and intersexual selection where females choose their mates. Research by Buss (1989) found cross-cultural differences in mate preferences, with females prioritizing resources and males prioritizing youth and attractiveness. Studies also show females' preferences change across their menstrual cycle and they favor more masculine traits when fertile. However, critics argue these theories are reductionist and deterministic by not accounting for free will or environmental influences on relationships.
Evolutionary explanation
This document discusses evolutionary explanations for relationships, specifically the concept of sexual selection. It defines sexual selection as the process by which species change over time based on genes that make individuals more attractive to the opposite sex. Sexual selection occurs through mate preference and competition for mates, driving the evolution of physical and behavioral adaptations. Studies find cross-cultural preferences for traits like low waist-to-hip ratios in women, demonstrating the influence of sexual selection on human mate choice and reproductive behavior.
Attachment development
- Schaffer and Emerson proposed a 4-stage theory of attachment development based on their longitudinal study of 60 infants: indiscriminate attachments in the first 2 months, a preference for familiar people by 4 months, discriminate attachments to primary caregivers by 7 months, and the development of multiple attachments by 10 months.
- Their theory was generated from parent reports, which may not have been reliable or valid data and could be subject to biases. The study also used a small, ethnocentrically biased sample from 1960s Glasgow.
- While providing an
Investment model
The Investment Model proposes that commitment to a relationship is predicted by satisfaction, quality of alternatives, and investment. Satisfaction is determined by rewards minus costs. Investment includes resources like shared friends, property, and emotional attachment that would be lost if the relationship ended. Research found students more committed when satisfaction and investments were higher. The model was also applied to abusive relationships, finding highest commitment when investment was high but alternatives were low. However, the model is reductionist in assuming people are purely rational and does not account for differences in expected investments by gender or culture.
Equity theory maintenance
The document outlines and evaluates equity theory, which proposes that people strive for fairness in their relationships. It describes the key assumptions of equity theory, developed by Walster et al in 1978, including that inequity in a relationship can lead to distress and dissatisfaction. Empirical support is provided from a 2006 longitudinal study by Stafford & Canary which found highest relationship satisfaction among couples who experienced equitable relationships one year prior. Potential criticisms of equity theory discussed in the AO3 section include that it is too reductionist, does not account for possible gender differences, and has a cultural bias toward individualistic cultures.
Maintenance of relationships
This document discusses relationship formation and maintenance theories. It focuses on describing the reward/needs satisfaction model of relationship formation, which proposes that people form relationships because they find them rewarding through meeting needs. It then describes social exchange theory of relationship maintenance, which suggests that people maintain relationships that maximize rewards and minimize costs based on comparisons to past relationships and alternative partners. The theory is evaluated as potentially unrealistic, reductionist, and culturally biased by only considering Western perspectives that emphasize individual needs and selfishness.
Reward:need satisfaction theory
This document discusses three theories of relationship formation: the matching hypothesis, filter model, and reward/need satisfaction model. The matching hypothesis suggests that equally matched partners in terms of physical attraction are more likely to form relationships. The filter model identifies social/demographic factors, shared attitudes/values, and complementary emotional needs as important. The reward/need satisfaction model proposes that relationships form and are maintained because they satisfy partners' biological, affiliation, dependency, dominance, aggression, self-esteem, and sex needs through direct and indirect rewards like operant and classical conditioning.
Final recap
The document discusses several evolutionary explanations for human aggression. It describes Lorenz's view that aggression serves three functions - increasing reproductive success, defending sexual partners from cuckoldry through mate retention strategies, and competing with other males over territory and resources. It also discusses research finding links between mate retention behaviors and violence, age/resources/status and male-male homicide rates, and how female aggression tends to be verbal rather than physical. The document outlines that aggression may have evolved from drives to ensure in-group survival through xenophobia.
Group displays
The document discusses evolutionary explanations for different types of human aggression. It describes Lorenz's theory that aggression evolved to increase reproductive success through mate competition and territorial defense. Studies support ideas that sexual jealousy and competition for resources and status drive aggression in males. The document also examines group displays of aggression in sports crowds, lynch mobs, and religious/cultural rituals, applying evolutionary concepts like in-group favoritism, costly signaling of commitment, and the power-threat hypothesis to explain these behaviors. While some evidence supports evolutionary views, alternative factors like culture and individual differences are also acknowledged.
Evolutionary psychology - Aggression
The evolutionary explanation of aggression suggests that aggression evolved to increase reproductive success and the passing on of genes to future generations. Specifically, it proposes that:
- Male aggression is driven by sexual jealousy and the desire to prevent being "cuckolded" by investing resources in offspring that are not their own.
- Male-male competition and aggression over access to females increased as males sought to gain status and reproductive opportunities.
- Territorial aggression and xenophobia against outsiders also evolved to protect resources for one's own group.
However, the explanation is reductionist and does not account for individual differences in aggression or cultural differences in behavior. It also raises ethical issues about free will versus determinism.
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spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
waterlessdyeingtechnolgyusing carbon dioxide chemicalspdf
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Applied Science: Thermodynamics, Laws & Methodology.pdf
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
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Insectsplayamajorroleinthedeteriorationoffoodgrainscausingbothquantitativeandqualitativelosses
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L3 violence in the media
- 1. SOCIAL PSYCHOLOGICAL THEORIES OF AGGRESSION AGGRESSION IN THE MEDIA DEBATE OF LINKS BETWEEN VIOLENCE AND MEDIA EVALUATION OF RESEARCH INTO THIS FIELD EXAMPLE EXAM QUESTIONS REVISION TECHNIQUES
- 2. KEEP THE CONVERSATION GOING…! • SLT • Behaviour • Direct • Vicarious • Koala Bear • Repeat • 1963 • Adult • Doll • Frustrated • Water pistol • Boys • 1965 • Custard Creams • Punish • Media • Lab • Ethical Guidelines
- 6. YES… VIOLENT MEDIA DOES CAUSE INCREASED AGGRESSION Eron (1972) Aim: To see the effects of watching violence in the media on aggressive behaviour
- 7. ERON (1972) Procedure: • Sampled 427 male and female 8 – 9 year olds (3rd grade) • Established a baseline for each child so they asked how aggressive the child was to the participant, their peers, their mother and their father • Discovered which 3 TV programmes were the participant’s favourite and rated these programmes for violence • A follow up study when the child was in 13th grade was completed and each participant was asked to rate their own level of aggression and their peer group was also questioned
- 8. ERON (1972) • Results: They found a positive correlation between amount of violent media watched and levels of aggressive behaviour
- 13. NO… VIOLENT MEDIA DOES NOT CAUSE INCREASED AGGRESSION Charlton et al (2000) EP – Pg. 77
- 14. CHARLTON ET AL (2000) QUIZ… • 1. Which year did Charlton and colleagues begin collecting data for this study? • 2. What experimental design did Charlton use in their study? • 3. What was their independent variable (IV)? • 4. What was their dependent variable (DV)? • 5. How was child behaviour monitored in the study? • 6. What results did Charlton et al obtain? • 7. What was the conclusion drawn from Charlton’s study? • 8. What are 3 evaluative points (positive or negative) for this study? (3 marks)
- 15. CHARLTON ET AL (2000) EVALUATION • “It’s difficult to behave antisocially because everybody watches you, everybody knows you, you just got to behave” • Quote from a child observed in Charlton’s study
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