This document contains journal entries from a student discussing social psychology concepts. It discusses two main topics:
1) Social loafing - where individuals put in less effort working in a group compared to individually. The student provides personal examples of social loafing in school group projects and with family.
2) Self-serving bias - where individuals take credit for successes but blame outside factors for failures. The student describes instances where they and others exhibited self-serving bias, such as blaming others for losses but taking credit for wins.
1) The document contains journal entries from a student named Agnes Yeo Shu Yuan discussing various concepts in psychology including observational learning, cognitive dissonance, confirmation bias, and social facilitation.
2) Agnes provides examples from her life where she exhibited observational learning by imitating the behaviors of family members, cognitive dissonance in justifying unhealthy behaviors, and confirmation bias in making assumptions about others.
3) She also describes experiencing social facilitation, where she performed worse on a complex sketching task when being observed by her lecturer compared to working alone.
This document contains a student's journal entries for a social psychology course. It discusses several concepts taught in the course and provides examples from the student's own experiences to illustrate each concept. The concepts covered include social learning perspective, social facilitation, false consensus effect, stereotypes, counterfactual thinking, motivation, persuasion, sexism, and racism. Each entry analyzes how the student's past experiences relate to and exemplify the social psychology concept being discussed.
This document appears to be journal entries from a student named Janice Lee Juen Yung discussing concepts from their social psychology class. In the first entry, Janice describes developing a stereotype that all illegal foreigners are criminals based on news reports, but having this stereotype challenged when a foreigner helps her by returning money she dropped. In the second entry, Janice discusses an example of confirmation bias, where positive online reviews of a cafe led her to have a positive impression despite her brother's negative experience there. In the third entry, Janice discusses another instance of confirmation bias, where she assumed a beautiful customer would be nice based on her looks but found her to be rude instead.
The document discusses the pressures faced by university students. It notes that students have a heavy workload including multiple assignments and projects each semester which creates stress. Students also feel pressure to maintain a high GPA to avoid being withdrawn from the university. Some students are studying subjects their parents want them to rather than their own interests, creating anxiety. Overall the document examines the academic pressures on students from assignments, exams, attendance policies, and sometimes parental expectations.
FNBE0814- SOCIAL PSYCHOLOGY- ASSIGNMENT 1kaiwenyeo
The document summarizes Yeo Kai Wen's journal entries on various topics in social psychology. It describes several experiences where social psychology concepts like social facilitation, self-concept, self-serving bias, and perseverance effect are demonstrated. It also discusses observations of stereotyping, social perception, halo effect, observational learning, and operant conditioning in personal experiences. The journal provides real-world examples of how social psychology principles influence behaviors and perceptions.
The document discusses strategies for first-year college students to develop a strong support system and sense of community during their transition to college. It emphasizes the importance of maintaining connections to friends and family from home, getting involved in campus activities and organizations, managing stress through time management and self-care, and seeking mental health support for challenges like homesickness and social anxiety. Personal anecdotes from students share how they developed communities through religious groups, intramural sports, Greek life, and finding communities within their majors and interests.
1) The document discusses the individual's journal entries about topics in social psychology covered in class, including intrinsic motivation, extrinsic motivation, social loafing, and attitudes.
2) One entry describes how the individual initially joined field hockey due to friends but later embraced an intrinsic love for the sport, training independently.
3) Another entry explains studying hard for exams due to extrinsic parental rewards like a new phone for good grades.
4) Social loafing in group work due to a language barrier that prevented contribution is discussed.
5) The final entry examines attitudes that do and do not align with behaviors like skipping class.
This document contains journal entries from a student discussing various concepts in social psychology. In the first entry, the student describes how they completed an accounting exercise faster when doing it alongside a friend, demonstrating the concept of social facilitation. The second entry discusses a friend who prefers individual work over group work due to differing opinions, showing social loafing. The third entry describes building confidence and viewing challenges positively, relating to the concept of self-efficacy.
1) The document contains journal entries from a student named Agnes Yeo Shu Yuan discussing various concepts in psychology including observational learning, cognitive dissonance, confirmation bias, and social facilitation.
2) Agnes provides examples from her life where she exhibited observational learning by imitating the behaviors of family members, cognitive dissonance in justifying unhealthy behaviors, and confirmation bias in making assumptions about others.
3) She also describes experiencing social facilitation, where she performed worse on a complex sketching task when being observed by her lecturer compared to working alone.
This document contains a student's journal entries for a social psychology course. It discusses several concepts taught in the course and provides examples from the student's own experiences to illustrate each concept. The concepts covered include social learning perspective, social facilitation, false consensus effect, stereotypes, counterfactual thinking, motivation, persuasion, sexism, and racism. Each entry analyzes how the student's past experiences relate to and exemplify the social psychology concept being discussed.
This document appears to be journal entries from a student named Janice Lee Juen Yung discussing concepts from their social psychology class. In the first entry, Janice describes developing a stereotype that all illegal foreigners are criminals based on news reports, but having this stereotype challenged when a foreigner helps her by returning money she dropped. In the second entry, Janice discusses an example of confirmation bias, where positive online reviews of a cafe led her to have a positive impression despite her brother's negative experience there. In the third entry, Janice discusses another instance of confirmation bias, where she assumed a beautiful customer would be nice based on her looks but found her to be rude instead.
The document discusses the pressures faced by university students. It notes that students have a heavy workload including multiple assignments and projects each semester which creates stress. Students also feel pressure to maintain a high GPA to avoid being withdrawn from the university. Some students are studying subjects their parents want them to rather than their own interests, creating anxiety. Overall the document examines the academic pressures on students from assignments, exams, attendance policies, and sometimes parental expectations.
FNBE0814- SOCIAL PSYCHOLOGY- ASSIGNMENT 1kaiwenyeo
The document summarizes Yeo Kai Wen's journal entries on various topics in social psychology. It describes several experiences where social psychology concepts like social facilitation, self-concept, self-serving bias, and perseverance effect are demonstrated. It also discusses observations of stereotyping, social perception, halo effect, observational learning, and operant conditioning in personal experiences. The journal provides real-world examples of how social psychology principles influence behaviors and perceptions.
The document discusses strategies for first-year college students to develop a strong support system and sense of community during their transition to college. It emphasizes the importance of maintaining connections to friends and family from home, getting involved in campus activities and organizations, managing stress through time management and self-care, and seeking mental health support for challenges like homesickness and social anxiety. Personal anecdotes from students share how they developed communities through religious groups, intramural sports, Greek life, and finding communities within their majors and interests.
1) The document discusses the individual's journal entries about topics in social psychology covered in class, including intrinsic motivation, extrinsic motivation, social loafing, and attitudes.
2) One entry describes how the individual initially joined field hockey due to friends but later embraced an intrinsic love for the sport, training independently.
3) Another entry explains studying hard for exams due to extrinsic parental rewards like a new phone for good grades.
4) Social loafing in group work due to a language barrier that prevented contribution is discussed.
5) The final entry examines attitudes that do and do not align with behaviors like skipping class.
This document contains journal entries from a student discussing various concepts in social psychology. In the first entry, the student describes how they completed an accounting exercise faster when doing it alongside a friend, demonstrating the concept of social facilitation. The second entry discusses a friend who prefers individual work over group work due to differing opinions, showing social loafing. The third entry describes building confidence and viewing challenges positively, relating to the concept of self-efficacy.
The document describes the author's education history. They attended public primary school for 5 years, then secondary school for 4 years and high school, where they studied hard due to pressure. They then entered university to study general medicine, specializing in dermatology, wanting to follow their father's career as a doctor. They enjoy their major as it interests them in skin health and diseases.
This autobiographical essay discusses the author's educational background and experiences that led them to pursue a career in teaching. They struggled with reading as a child but received support that helped them improve. In high school, some teachers were understanding of their health issues while others were not. Witnessing the positive impact of their mother and aunt as teachers also influenced their decision. Their goal is to earn a teaching certificate and bachelor's degree to become an elementary school teacher and make a difference in students' lives.
This document contains four journal entries by a student discussing concepts from social psychology. The first entry describes the student's mother disapproving of her boyfriend due to his educational and employment background, showing stereotyping. The second discusses how the student overcame doubts to achieve academic success, demonstrating self-efficacy. The third describes a classmate who is favored by teachers due to her intelligence but has a poor attitude, showing the halo effect. The fourth acknowledges the student's tendency to blame others to preserve their self-esteem, known as self-serving biases.
This document contains a student's journal entries for a Social Psychology course. It discusses several topics:
1) The student's first lecture on confirmation bias and how they realized it applied to feelings of parental neglect after a sibling was born.
2) An example of social learning from a friend's addiction to cigarettes due to influences from their divorced parents and stepmother.
3) The student's experience with parental motivation after failing to meet expectations in school but eventually achieving good results.
4) Choosing a career in architecture over policing due to inspiration from design quotes and parental recommendation.
The document describes a cue card topic for IELTS speaking about describing a famous person from your country. It provides a sample answer describing Hugh Jackman, an Australian actor known for his roles in X-Men and Les Miserables. The response notes that he is famous for his acting career, philanthropic work supporting charities and social causes, and brings positive change through his fame and donations to fight poverty and help those in need. Follow-up questions provided with the topic ask about what makes people famous, differences between famous and ordinary people, and mentioning an internationally famous person from their country.
My teachers question are you really depressed (1)RiyaRony
The document describes the author's experience with depression and anxiety as a teenager adjusting to a new school and society. They faced bullying, stomach issues, and loss of confidence that made them feel depressed. They told their parents and teachers, who reassured them their issues were normal for their age and not a sign of mental illness. The author had a call with their life skills teacher who emphasized that their past challenges were not their fault and encouraged them to focus on the present and valued relationships rather than others' opinions. The teacher's perspective helped the author realize they did not have depression and should not worry about things outside their control.
Most students reported changes to their daily routines due to the sudden shift to online learning during the pandemic lockdown. This included sleeping more, getting up later, having more flexible schedules, and needing to reallocate time spent on other activities to attending online classes and completing assignments. While some enjoyed aspects like more sleep and flexibility, others disliked not seeing friends and being overwhelmed with homework. Overall, the experience highlighted the importance of friends, family, and everyday things sometimes taken for granted.
Joshua Currington introduces himself and describes how growing up in a large family with 15 siblings shaped him. He was often sick as a child and had to spend time indoors, feeling lost among his talented siblings. This drove him to find his own skill in 3D arts. He developed a strong work ethic from his mother, who taught him to never give up and do any job thoroughly. Currington prides himself on his adaptability, diligence, and drive to succeed. He provides examples of his 3D modeling, animation, and other works to demonstrate his talents and passion for the field.
The document describes a cue card topic for IELTS speaking about describing a famous person from your country. It provides potential answers that could be given, focusing on describing Australian actor Hugh Jackman. It notes that he is famous for his roles in X-Men and other movies. The response says he is mentioned because the person is a fan of his acting. It also outlines Jackman's philanthropic work and how he tries to fight poverty through charity, having a positive impact on the country.
This document discusses several topics that the person was asked to talk about:
1) A law banning smoking in public places to protect public health.
2) An instance where the person helped a classmate in need by giving them money for books.
3) Their favorite movie, Baghban, about disrespectful children and the importance of caring for parents.
4) Historical places like the Golden Temple in Amritsar, known for its beauty and religious significance.
5) Famous people they admire, like Dr. A.P.J. Abdul Kalam for rising from poverty to become president.
This document contains a presentation by Karemarena Frank about their personal traits, strengths, passions, hobbies, career goals, and plans after graduating high school. They aim to attend either a culinary arts program or visual arts program at a post-secondary institution. They discuss maintaining a healthy lifestyle and relationships as well as managing stress.
This document provides an editorial and faculty profile from a quarterly newsletter on inspiring teachers. The editorial discusses adapting to and leading change, as the only way to remain happy amid continual changes in society and technology. It notes most people resist change initially but can learn to accept it over time. The faculty profile interviews Mrs. Annapurna, the headmistress of Sevalaya school, about her influences and experiences in teaching. She finds teaching very rewarding and enjoys helping students understand concepts. She uses various teaching methods like stories, pictures and experiments to engage students.
This document contains multiple short passages and articles on various topics related to student life:
- The first passage expresses love for one's university group and how it provides friendship and support.
- The second discusses the importance of reading literature to gain knowledge and improve one's skills and mind.
- The third article argues that exams are an important part of student life that test their knowledge and skills acquired through learning, and can motivate students to work hard.
Jovial is a 31-year-old Togolese chef who had a difficult childhood. He was sent to live with relatives in different cities for his education but faced challenges. He eventually found his passion in cooking and pursued training, working his way up from small jobs. After starting a family, he struggled to find stable work but was encouraged to enter an international cooking competition in Nigeria, where he placed third and gained valuable experience competing internationally.
The document provides advice from the director of a college on 5 things every college graduate should know. They are: 1) a degree does not entitle you to a high-paying job immediately; 2) find what you truly love to do for a career; 3) learn how to interact well with people; 4) understand office politics; and 5) build and maintain a strong social network. The director emphasizes being realistic about one's first job and working to develop important career skills after graduation.
This document is Mark Boatman's autobiographical essay for an education foundations course. It summarizes his educational and work background, and reasons for pursuing a career in teaching. He grew up in a family of educators and was influenced by many great teachers. After obtaining a degree in anthropology, he worked as an archaeologist for several years but wanted a career with more personal fulfillment and impact. He is passionate about empowering students and making a difference in their lives through teaching.
Yathu Radhakrishnan created a presentation to share highlights from their life that have helped shape who they are, including things with professional and personal implications. As a child, they became obsessed with physical fitness and undertook personal goals like daily pushups and playing sports regularly to lose weight, influencing friends and family to become more active as well. They also discussed moving cities for university, enjoying the diversity of people they've met from around the world, and finding a part-time job they enjoyed in electronics retail for the positive work environment and people.
1) The document is a personal essay reflecting on the author's life and identity. It discusses his Irish heritage, childhood in Boston, Catholic school education, and current goals.
2) After struggling in his first year of business school, the author took time off to work but realized he wanted to focus on owning a home and having a career above the poverty line.
3) The author feels he has earned some respect through his experiences but sees most environments as less friendly than his high school. He is determined to accomplish his goals in the next 6 years through hard work.
O documento descreve as notas de dinheiro japonês, incluindo o 10 ienes, que é a nota mais comum, e fornece detalhes sobre suas cores, tamanhos e valores.
The Jose Maria Cordoba School will be recognized by the dynamism and the ability to adaptation required by the society. This institution will promote the respect by the human being and the environment. The institution will contribute to training of citizen with ethical, competent principles useful for the communication, participation social and political and the job.
The document summarizes Giuseppe Mazzola's Ph.D thesis on the role of bifidobacteria in newborn health and intestinal microbial balance. The thesis involved developing a probiotic/synbiotic product containing Bifidobacterium breve for infants, and studying the impact of intrapartum antibiotic prophylaxis on newborn gut colonization. Key findings included that B. breve B632 showed potential as a probiotic, and that intrapartum antibiotics reduced bifidobacteria and increased Enterobacteriaceae in infant guts.
O documento apresenta um projeto de um grupo de estudantes do Colégio Embraer Juarez Wanderley sobre propostas sustentáveis de reutilização de materiais. O projeto tem como objetivo incentivar a sustentabilidade e a geração de renda por meio da reutilização criativa de itens como CDs, copos e jornais. Até o momento, o grupo produziu itens como um lustre feito de copos e um porta-copos de CDs.
The document describes the author's education history. They attended public primary school for 5 years, then secondary school for 4 years and high school, where they studied hard due to pressure. They then entered university to study general medicine, specializing in dermatology, wanting to follow their father's career as a doctor. They enjoy their major as it interests them in skin health and diseases.
This autobiographical essay discusses the author's educational background and experiences that led them to pursue a career in teaching. They struggled with reading as a child but received support that helped them improve. In high school, some teachers were understanding of their health issues while others were not. Witnessing the positive impact of their mother and aunt as teachers also influenced their decision. Their goal is to earn a teaching certificate and bachelor's degree to become an elementary school teacher and make a difference in students' lives.
This document contains four journal entries by a student discussing concepts from social psychology. The first entry describes the student's mother disapproving of her boyfriend due to his educational and employment background, showing stereotyping. The second discusses how the student overcame doubts to achieve academic success, demonstrating self-efficacy. The third describes a classmate who is favored by teachers due to her intelligence but has a poor attitude, showing the halo effect. The fourth acknowledges the student's tendency to blame others to preserve their self-esteem, known as self-serving biases.
This document contains a student's journal entries for a Social Psychology course. It discusses several topics:
1) The student's first lecture on confirmation bias and how they realized it applied to feelings of parental neglect after a sibling was born.
2) An example of social learning from a friend's addiction to cigarettes due to influences from their divorced parents and stepmother.
3) The student's experience with parental motivation after failing to meet expectations in school but eventually achieving good results.
4) Choosing a career in architecture over policing due to inspiration from design quotes and parental recommendation.
The document describes a cue card topic for IELTS speaking about describing a famous person from your country. It provides a sample answer describing Hugh Jackman, an Australian actor known for his roles in X-Men and Les Miserables. The response notes that he is famous for his acting career, philanthropic work supporting charities and social causes, and brings positive change through his fame and donations to fight poverty and help those in need. Follow-up questions provided with the topic ask about what makes people famous, differences between famous and ordinary people, and mentioning an internationally famous person from their country.
My teachers question are you really depressed (1)RiyaRony
The document describes the author's experience with depression and anxiety as a teenager adjusting to a new school and society. They faced bullying, stomach issues, and loss of confidence that made them feel depressed. They told their parents and teachers, who reassured them their issues were normal for their age and not a sign of mental illness. The author had a call with their life skills teacher who emphasized that their past challenges were not their fault and encouraged them to focus on the present and valued relationships rather than others' opinions. The teacher's perspective helped the author realize they did not have depression and should not worry about things outside their control.
Most students reported changes to their daily routines due to the sudden shift to online learning during the pandemic lockdown. This included sleeping more, getting up later, having more flexible schedules, and needing to reallocate time spent on other activities to attending online classes and completing assignments. While some enjoyed aspects like more sleep and flexibility, others disliked not seeing friends and being overwhelmed with homework. Overall, the experience highlighted the importance of friends, family, and everyday things sometimes taken for granted.
Joshua Currington introduces himself and describes how growing up in a large family with 15 siblings shaped him. He was often sick as a child and had to spend time indoors, feeling lost among his talented siblings. This drove him to find his own skill in 3D arts. He developed a strong work ethic from his mother, who taught him to never give up and do any job thoroughly. Currington prides himself on his adaptability, diligence, and drive to succeed. He provides examples of his 3D modeling, animation, and other works to demonstrate his talents and passion for the field.
The document describes a cue card topic for IELTS speaking about describing a famous person from your country. It provides potential answers that could be given, focusing on describing Australian actor Hugh Jackman. It notes that he is famous for his roles in X-Men and other movies. The response says he is mentioned because the person is a fan of his acting. It also outlines Jackman's philanthropic work and how he tries to fight poverty through charity, having a positive impact on the country.
This document discusses several topics that the person was asked to talk about:
1) A law banning smoking in public places to protect public health.
2) An instance where the person helped a classmate in need by giving them money for books.
3) Their favorite movie, Baghban, about disrespectful children and the importance of caring for parents.
4) Historical places like the Golden Temple in Amritsar, known for its beauty and religious significance.
5) Famous people they admire, like Dr. A.P.J. Abdul Kalam for rising from poverty to become president.
This document contains a presentation by Karemarena Frank about their personal traits, strengths, passions, hobbies, career goals, and plans after graduating high school. They aim to attend either a culinary arts program or visual arts program at a post-secondary institution. They discuss maintaining a healthy lifestyle and relationships as well as managing stress.
This document provides an editorial and faculty profile from a quarterly newsletter on inspiring teachers. The editorial discusses adapting to and leading change, as the only way to remain happy amid continual changes in society and technology. It notes most people resist change initially but can learn to accept it over time. The faculty profile interviews Mrs. Annapurna, the headmistress of Sevalaya school, about her influences and experiences in teaching. She finds teaching very rewarding and enjoys helping students understand concepts. She uses various teaching methods like stories, pictures and experiments to engage students.
This document contains multiple short passages and articles on various topics related to student life:
- The first passage expresses love for one's university group and how it provides friendship and support.
- The second discusses the importance of reading literature to gain knowledge and improve one's skills and mind.
- The third article argues that exams are an important part of student life that test their knowledge and skills acquired through learning, and can motivate students to work hard.
Jovial is a 31-year-old Togolese chef who had a difficult childhood. He was sent to live with relatives in different cities for his education but faced challenges. He eventually found his passion in cooking and pursued training, working his way up from small jobs. After starting a family, he struggled to find stable work but was encouraged to enter an international cooking competition in Nigeria, where he placed third and gained valuable experience competing internationally.
The document provides advice from the director of a college on 5 things every college graduate should know. They are: 1) a degree does not entitle you to a high-paying job immediately; 2) find what you truly love to do for a career; 3) learn how to interact well with people; 4) understand office politics; and 5) build and maintain a strong social network. The director emphasizes being realistic about one's first job and working to develop important career skills after graduation.
This document is Mark Boatman's autobiographical essay for an education foundations course. It summarizes his educational and work background, and reasons for pursuing a career in teaching. He grew up in a family of educators and was influenced by many great teachers. After obtaining a degree in anthropology, he worked as an archaeologist for several years but wanted a career with more personal fulfillment and impact. He is passionate about empowering students and making a difference in their lives through teaching.
Yathu Radhakrishnan created a presentation to share highlights from their life that have helped shape who they are, including things with professional and personal implications. As a child, they became obsessed with physical fitness and undertook personal goals like daily pushups and playing sports regularly to lose weight, influencing friends and family to become more active as well. They also discussed moving cities for university, enjoying the diversity of people they've met from around the world, and finding a part-time job they enjoyed in electronics retail for the positive work environment and people.
1) The document is a personal essay reflecting on the author's life and identity. It discusses his Irish heritage, childhood in Boston, Catholic school education, and current goals.
2) After struggling in his first year of business school, the author took time off to work but realized he wanted to focus on owning a home and having a career above the poverty line.
3) The author feels he has earned some respect through his experiences but sees most environments as less friendly than his high school. He is determined to accomplish his goals in the next 6 years through hard work.
O documento descreve as notas de dinheiro japonês, incluindo o 10 ienes, que é a nota mais comum, e fornece detalhes sobre suas cores, tamanhos e valores.
The Jose Maria Cordoba School will be recognized by the dynamism and the ability to adaptation required by the society. This institution will promote the respect by the human being and the environment. The institution will contribute to training of citizen with ethical, competent principles useful for the communication, participation social and political and the job.
The document summarizes Giuseppe Mazzola's Ph.D thesis on the role of bifidobacteria in newborn health and intestinal microbial balance. The thesis involved developing a probiotic/synbiotic product containing Bifidobacterium breve for infants, and studying the impact of intrapartum antibiotic prophylaxis on newborn gut colonization. Key findings included that B. breve B632 showed potential as a probiotic, and that intrapartum antibiotics reduced bifidobacteria and increased Enterobacteriaceae in infant guts.
O documento apresenta um projeto de um grupo de estudantes do Colégio Embraer Juarez Wanderley sobre propostas sustentáveis de reutilização de materiais. O projeto tem como objetivo incentivar a sustentabilidade e a geração de renda por meio da reutilização criativa de itens como CDs, copos e jornais. Até o momento, o grupo produziu itens como um lustre feito de copos e um porta-copos de CDs.
- The document discusses the downfalls of eating fast food regularly, noting that it increases risks for diseases and is potentially expensive, costing over $1,400 per year for someone eating out 5 nights a week.
- It recommends cooking nutritious and budget-friendly home-cooked meals instead, using examples like ground turkey that can provide both nutritional and monetary benefits for far less than eating out.
- The conclusion emphasizes cooking meals at home rather than relying on fast food to save money, reduce health risks, and still enjoy food while maintaining a healthier diet.
This document provides guidance on writing a report for a free-fall lab experiment. It outlines the necessary structure and content for the report, which should include: an aim, method, results and analysis section with measurements reported with units and errors, a discussion comparing results to theoretical expectations and evaluating the method, and a conclusion restating the experiment and results. The method section should note any changes made and use own words, while introducing nothing new in the conclusion. Graphs must follow "PANTS" guidelines and calculations shown as examples.
IMAGE PROCESSING Projects for M. Tech, IMAGE PROCESSING Projects in Vijayanagar, IMAGE PROCESSING Projects in Bangalore, M. Tech Projects in Vijayanagar, M. Tech Projects in Bangalore, IMAGE PROCESSING IEEE projects in Bangalore, IEEE 2015 IMAGE PROCESSING Projects, MATLAB Image Processing Projects, MATLAB Image Processing Projects in Bangalore, MATLAB Image Processing Projects in Vijayangar
This document provides instructions for Assignment 1 of the Social Psychology course. Students are asked to complete a journal entry reflecting on how the course concepts relate to their personal lives or experiences. They should submit two journal entries per assignment that are 1.5-2 paragraphs each, relating a past life experience to a concept from the lectures. The objectives are to increase awareness of how social psychology applies to daily life and to understand interactions with others. Students will be assessed on demonstrating understanding of course themes, appropriately applying concepts to personal experiences, and following the documentation format and submission requirements.
This document provides a tour of a home, describing the entrance, living room where guests are welcomed, the kitchen which is the author's favorite room, and the dining room where the whole family eats dinner together. Additional rooms mentioned include the bathroom and the author's bedroom, which they like to keep clean and organized.
Este documento contiene una tabla con tres columnas que muestran apellidos, nombres y códigos de tres personas. La tabla proporciona información básica sobre tres individuos identificados por sus apellidos, nombres y códigos numéricos.
IMAGE PROCESSING Projects for M. Tech, IMAGE PROCESSING Projects in Vijayanagar, IMAGE PROCESSING Projects in Bangalore, M. Tech Projects in Vijayanagar, M. Tech Projects in Bangalore, IMAGE PROCESSING IEEE projects in Bangalore, IEEE 2015 IMAGE PROCESSING Projects, MATLAB Image Processing Projects, MATLAB Image Processing Projects in Bangalore, MATLAB Image Processing Projects in Vijayangar
Bruno Souza Soares, 28 anos, está cursando o 8o período de Comunicação Social e busca atuar na área. Ele possui experiência como assistente de marketing em construtora e agente administrativo de saúde, além de qualificações em inglês, design, marketing digital e informática.
Major General H. Brent Baker Sr. is the Vice Commander of the Air Force Materiel Command, which employs 80,000 people and manages $60 billion annually for research, development, testing, evaluation, and logistical support of Air Force weapon systems. As Vice Commander, General Baker oversees policy and procedures for aircraft maintenance, munitions, supply operations, and logistics data systems. He also plans product support and acquisition logistics for current and future Air Force weapons. General Baker has over 35 years of experience in the Air Force, including roles in logistics, maintenance, and supply chain management.
Este documento describe las promociones de una papelería, incluyendo cajas de clips irrompibles por el precio de una caja y recibirás 3 más, tijeras de acero inoxidable que cortan cualquier material, y tarjetas de felicitación como regalo para clientes fieles con compras superiores a 10€. La papelería se encuentra en la avenida Isaac Newton y está abierta de 9:00 a 14:00 y de 15:30 a 20:00.
The document is a social psychology journal assignment submitted by Ng Wyn Jane. It summarizes key concepts from 5 lectures on social psychology, including social facilitation, social loafing, social learning perspective, motivation, self-efficacy, counterfactual thinking, optimistic bias, and operant conditioning. Specific examples from the author's experiences are provided to illustrate each concept.
Confirmation bias is the tendency for people to favor information that confirms their existing beliefs or hypotheses. This can lead individuals to ignore contradictory evidence or facts. The document provides examples of how confirmation bias can negatively impact decision making and relationships when people refuse to consider alternative perspectives presented by others. It also discusses how intrinsic motivation and persuasion can be used positively to encourage healthy behavior changes in friends.
This document contains a student's journal entries for a social psychology course. In the first entry, the student discusses how they learned driving skills through observing others, such as their uncle who taught them, but also picked up bad habits like speeding and illegal parking from observing family members. The second entry describes how the student put in less effort on group assignments compared to individual assignments due to social loafing.
1. The document is a journal entry by a student named Ng Sheng Zhe describing three experiences related to concepts in social psychology.
2. The first entry describes an experience with social loafing where the student puts less effort into a group project expecting others to do more work.
3. The second entry discusses an experience with self-serving attribution where the student takes credit for success but blames external factors for failure in a marching competition.
4. The third entry involves counterfactual thinking where the student reflects on missed opportunities to confess to a crush and feels regret (upward counterfactuals).
1) The document is a journal from a student named Chan Tian Ji discussing topics in social psychology, including stereotypes, confirmation bias, false consensus effect, spotlight effect, and assessing attitudes.
2) The journal entries describe personal experiences and examples that illustrate each of the social psychology concepts. For instance, an experience with a rude rich person challenged Chan's stereotype about wealthy people.
3) The document provides insights into how social psychology principles influenced Chan's thoughts and behaviors in various situations throughout his life.
The document is a journal entry from a social psychology course. It describes several examples of social phenomena experienced by the author, including social loafing in school group projects and extracurricular activities. The author notes how social loafing occurs when some group members put in less effort than others or rely on others to do the work. The entry also provides personal anecdotes to illustrate concepts like false consensus effect and counterfactual thinking.
This document is a journal entry from a student named Christina Chua Yi Mei discussing social psychology concepts. It describes instances of social loafing the student experienced, such as group projects where some members did not contribute equally. It also provides examples of experiencing the false consensus effect, where the student assumed others shared her beliefs but later found they did not, such as thinking a movie was enjoyable but friends did not. The journal concludes that social loafing stems from lack of responsibility while false consensus effect supports one's own beliefs.
1) The document discusses the individual's journal entries about topics in social psychology covered in class, including intrinsic motivation, extrinsic motivation, social loafing, and attitudes.
2) One entry describes how the individual initially joined field hockey due to friends but later embraced an intrinsic love for the sport, training independently.
3) Another entry explains studying hard for exams due to extrinsic parental rewards like a new phone for good grades.
4) Social loafing in group work due to a language barrier that prevented contribution is discussed.
5) The relationship between attitudes, behaviors, and cognitive evaluations is explored through music preferences and class attendance.
1) The document discusses the individual's journal entries about topics in social psychology covered in class, including intrinsic motivation, extrinsic motivation, social loafing, and attitudes.
2) One entry describes how the individual initially joined field hockey due to friends but later embraced an intrinsic love for the sport, training independently.
3) Another entry explains studying hard for exams due to extrinsic parental rewards like a new phone for good grades.
4) Social loafing in group work due to a language barrier that prevented contribution is discussed.
5) The relationship between attitudes, behaviors, and cognitive evaluations is explored through music preferences and class attendance.
This document contains a student's journal entries on various topics related to social psychology. It discusses how the student was influenced by others as a teenager to go against her parents' advice. It also explores social comparison theory and how the student engaged in downward social comparisons after exams. The document examines the student's experiences with stereotypes of Asians knowing martial arts and Malays being poor at math. It discusses the self-serving bias, where the student attributed successes to ability but failure to external factors.
This document contains 5 entries from a student's journal on social psychology concepts:
Entry 1 discusses altruistic motivation in helping an elderly woman who had fallen, with the student's motivation being selfless concern for others.
Entry 2 examines intrinsic motivation, with the student finding enjoyment and accomplishment from archery rather than external goals like fame.
Entry 3 applies downward counterfactual thinking to the student initially expecting but not achieving high marks in a class, finding comfort in not doing worse.
Entry 4 provides an example of confirmation bias in a boy scout leader disregarding corrections to maintain his beliefs.
Entry 5 analyzes self-serving attribution, with a group member avoiding responsibility for a late assignment by
Low En Huey is a student taking Social Psychology in their second semester. In their journal entries, they discuss several concepts from class including social facilitation, social loafing, motivation, self-serving biases, optimistic bias, counterfactual thinking, halo effect, confirmation bias, and operant conditioning. They provide examples from their own experiences working part-time, participating in group assignments, playing netball, and interactions with family to illustrate how these psychological concepts have influenced them or people they know.
1) The document is a student's journal entries for various psychology courses covering topics like social cognition, motivation, attitudes, and perception.
2) One entry describes taking an unauthorized photo at Petronas Twin Towers and realizing it was illegal, relating to how past experiences shape cognition.
3) Another discusses a group project where individual efforts could not be identified but the group worked efficiently, relevant to social loafing and motivation.
1) The document summarizes journal entries from a student's social psychology course. In the first entry, the student discusses learning about social cognitive perspective and provides an example of unintentionally taking photos at the Petronas Twin Towers, which is illegal without permission.
2) In the second entry, the student discusses social loafing and provides an example of completing a group project with 9-10 classmates.
3) Across multiple entries, the student discusses concepts from their social psychology textbook like motivation, stereotyping, optimism bias, first impressions, and more, providing personal examples for each.
Chong Chin Pin wrote a journal entry about optimism bias for a social psychology course. Optimism bias is when a person believes they will experience less negative events than others and that bad things will happen to other people, not them. For a class project, Chong was confident they could finish on time but ended up having to work through the night to complete it due to optimism bias causing them to neglect the importance of timely completion. On the day it was due, Chong was late to school after a car crash delayed their father who was driving them, as Chong's optimism bias led them to believe they would have enough time despite finishing late. Optimism bias can be good when based on positive attitudes but causes problems when stemming
The document describes three journal entries by the same author:
1) The author attends a meeting where they learn they must achieve a 3.5 GPA to keep their scholarship at their university. Failing to do so could financially burden their family and jeopardize their education. They resolve to work hard to get the required GPA.
2) The author agrees to buy sanitary pads for their girlfriend at a convenience store, feeling embarrassed and worried about being judged. However, they realize others were focused on their own activities, not on them.
3) During a class tutorial, the author plays a prank on a friend by pretending their phone is on the table when it's not. Their friend
This document contains a student's journal entries for a social psychology course. It includes 7 entries where the student relates concepts from the course textbook such as extrinsic motivation, self-serving attribution, unrealistic optimism, stereotypes, overconfidence bias, mere exposure effect, and operant conditioning to their own experiences. The journal entries provide personal examples to illustrate how psychological principles apply to real world situations.
Teoh Sze Ming wrote journal entries for a social psychology course covering various concepts discussed in lecture. The concepts included confirmation bias, social learning perspective, motivation, Mead's self, counterfactual thinking, stereotypes, and self-serving bias. Sze Ming provided personal examples and experiences to illustrate how each concept applied to her own life and behaviors. She reflected on past friendships, academic performance, and interactions with others to demonstrate insights gained from applying the social psychology concepts.
This document is a student's journal entries for a social psychology class. It discusses various topics covered in lectures, including social loafing, motivation, counterfactual thinking, and confirmation bias. The student provides personal examples for each topic, reflecting on past experiences. For motivation, the student describes being intrinsically motivated by drawing and chess, and extrinsically motivated to do well in school. Overall, the document shows the student's engagement with course concepts through real-world application in their own life.
The document summarizes key concepts from a social psychology journal assignment. It discusses two examples that demonstrate the concepts of social facilitation and social loafing. For social facilitation, the author describes running better on a treadmill when others are present compared to alone. For social loafing, the author puts in more effort than their group partner on a school project. The document also examines self-concept based on perceived appearance and the evaluation of others.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will go through a process of exploring the word, developing 2D designs, and transforming the designs into 3D models using various materials. The best model will be presented as a hanging mobile. Part 2 is an individual project for each student to create an abstract hanging mobile display for their Lego miniature character, applying the design process and skills learned in Part 1. The display must incorporate elements and principles derived from keywords relating to the character.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their artworks and explanations of the design elements and principles used. They will be assessed on their understanding and application of design concepts, as well as the originality, quality and presentation of their creative works.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and apply their skills and knowledge to a range of assignments involving visual and verbal reports. Upon completing the module, students will be able to recognize and apply design elements and principles to simple projects, and explain their application. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
The group's final project for their Introduction to Business course was a charity drive event to raise funds for PAWS Animal Welfare Society. They sold homemade fruit jellies and juices. To prepare, the group collected RM1,350 in sponsorships. During the event, they sold products and promoted their cause on social media and posters. Through their efforts, they gained experience running a business and raised awareness for their charity.
The document summarizes several key social psychology concepts discussed in a group project on relationship:
1) Self-verification theory asserts that people want others to perceive them according to their own self-beliefs and feelings.
2) Self-serving bias refers to taking personal responsibility for successes yet externalizing blame for failures.
3) Negativity bias describes giving more attention to negative experiences over positive ones.
4) Confirmation bias involves favoring information that confirms existing beliefs.
5) Stereotypes refer to overgeneralized beliefs about groups that ignore individual differences.
The document is a research report submitted by a group of students for their social psychology class. It includes an introduction outlining the assignment, a methods section describing how they developed a video applying concepts from class, and a discussion analyzing how five concepts were applied in different scenes of the video. The video portrayed a relationship from the perspective of the main character and illustrated concepts like self-serving bias, confirmation bias, self-verification theory, negativity bias, and stereotyping. Each concept is defined and its application in a corresponding scene from the video is explained.
Cognitive dissonance, social interaction, looking-glass self, counterfactual thinking, and the halo effect are explored through a comic strip about a grandmother named Grace. Grace felt unhappy with how her family treated her. She drank a potion on the advice of a fortune teller hoping it would improve her situation. When Grace disappeared, her family regretted their past actions and realized how much they took her for granted. After Grace returned, her family appreciated her more and their positive attitudes toward her led to happier family relationships going forward.
This document outlines the assessment components for PSYC 0203, totaling 100%. It includes 3 assignments, 2 tests, and an e-portfolio. Assignment 1 is a journal entry worth 20% and requires discussing 5 concepts from class in 5 personal experience entries. Assignment 2 is a group comic project worth 10% requiring incorporating 5 concepts into a storyline and brief oral presentation. Assignment 3 is a video clip, written report, and presentation worth 30% where students identify psychological concepts in a 3-5 minute video clip script and report.
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment, record a video clip demonstrating the process, and do a group presentation. The presentation should be 20 minutes plus 5 minutes for Q&A. Assessments will include a written report and a video clip and presentation, each worth 20% of the total 40% project grade. The report must follow a specified format and include an introduction, method, discussion, and references. Plagiarism is strictly prohibited and will result in failure of the assignment.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
This document outlines the final project requirements for an Introduction to Business course. Students will plan and run a charity drive event to gain practical business experience. They must form groups, choose a product to sell and charity to support. The project aims to help students develop skills in areas like marketing, finance, and social responsibility. Students will be assessed based on a group report and presentation of their event, as well as individual reflections. The report must document all planning decisions, financial records, and outcomes of their charity drive business venture.
The document outlines a business plan for a proposed Malaysian music cafe called Joey&Co. The cafe aims to promote Malaysian culture through food and live performances. It will be located in the popular Publika area of Kuala Lumpur. The plan discusses the target market, competitors, and proposed marketing strategies including partnerships with Foodpanda and local radio stations. Financial projections estimate an initial investment of RM250,000 with profits expected within 2 years of opening.
This document outlines the syllabus for an introductory business module. The 4-credit, 18-week module will provide students with an understanding of basic business concepts through lectures, self-study, projects, and assessments. Topics will include the different types of businesses, factors that affect business operations, and the roles of human resources, marketing, production, and finance. Assessment will include individual and group projects, tests, and an e-portfolio demonstrating acquired knowledge and skills. The goal is for students to understand business fundamentals and be able to apply theories to analyze real-world business situations.
- The document outlines the requirements for a group business plan presentation project in an Introduction to Business course. It provides context for the project, including its objectives, learning outcomes, tasks, submission requirements, assessment criteria, and rubric.
- Students must form groups, choose a business idea, develop a 10-minute presentation on the business plan, and submit any presentation materials. The presentation will be assessed based on topic content, verbal presentation skills, and peer evaluation of individual contributions.
- Guidelines are provided on the expected content of the presentation, including describing the business, conducting market and competitor analysis, explaining marketing and management strategies, and providing a financial plan and conclusion.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. Student-centered learning is used to encourage active participation.
This report provides a comparative analysis of two bak kut teh restaurants - Teo Chew Bak Kut Teh in Melaka and Kee Heong Bak Kut Teh in Old Klang. Both restaurants have been in business for over 10 years. Teo Chew Bak Kut Teh focuses on 3 signature dishes and is known for its distinctive herbal soup flavor. Kee Heong Bak Kut Teh has a larger variety of dishes and attracts more customers. The report analyzes the businesses' histories, operations, strategies, competitors and makes recommendations to improve their competitive positions in the market.
This document outlines an oral presentation assignment for a course on effective public communication. Students must work in groups of 6-8 and present for 25 minutes on an analysis of two different businesses. They must describe the background, competitors/challenges, business nature/strategies, and recommendations for the future of each business. Students will be assessed on their understanding of the task, content quality, organization, use of references, and grammar. The presentation is due on November 23rd, along with a soft copy of materials and a cover page with the required information.
This document outlines an oral presentation assignment for a course on Effective Public Communication. Students will work in groups of 6-8 people to research and present for 15-20 minutes on analyses of mural paintings or steel artwork. Each group must analyze the artist's background, describe two artworks, and identify 5 communication concepts within them. Students must submit a soft copy of their presentation and cover page with their group members' names by the due date of November 16, 2015. The presentation will be assessed based on understanding the brief, content relevance, organization, use of references, and grammar.
This document outlines an assignment for a photo blog for a class on effective public communication. Students will work in groups of 5-6 and choose a location to focus on through 25-30 photos with 20-30 word captions each on topics like people, food, activities, and cultural buildings. The assignment aims to demonstrate principles of communication and cultural understanding. Students will be assessed on their understanding of the brief, content and organization, use of references, and grammar. The deadline for submission is October 12, 2015.
The document provides a compare and contrast essay analyzing the animated Disney films Snow White and the Seven Dwarfs and Sleeping Beauty. Both films feature princesses who are threatened by jealous villains and placed under spells, but are rescued by prince's kisses. The princesses also take refuge in cottages in the woods and are helped by non-human helpers like dwarfs and fairies. Overall, the essay finds similarities in the motives of the villains, settings, helpers, and endings of the two classic animated films.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
2. CHIA KEH CHIAN | 0322062 | FNBEJAN2015/AUG | MONDAY 10AM-12AM
Journal 1 :
Chapter 1 - What is Social Psychology
Social Loafing (9/9/2015)
The idea of working in groups is usually seen as a way to improve the
accomplishment of a task by pooling the skills and talents of the individuals in that
group. But, in some groups, there is a tendency on the part of participants to
contribute less to the group's goal than if they were doing the same task themselves.
We call this situation as ‘social loafing’. Social loafing is a theory discovered by Max
Ringelmann in 1833. It refers to the concept that people are tend to put less effort on
a task if they are in a group, compared to when they are required work alone,
because all members of the group are putting their effort to achieve a common goal,
each member of the group contributes less than they would if they were individually
responsible. In group work, individual effort always cannot be identified. Social
loafing can affect group dynamic, which results in less productivity and more
emotional tension. Besides, it lowers the level of satisfaction for the task in all
members of the group. Social loafing can be caused by low motivation, diffusion of
responsibility, large group size and expectations towards the others.
As a human who is categorizedas social animal, we meet and communicate with a
lot of people daily, such as our family members, neighbours, friends or even strangers.
In addition, I am a university student where I need to work in a group for half of my
assignments. Usually one group consist of 4 to 5 person but for some projects, ten
3. CHIA KEH CHIAN | 0322062 | FNBEJAN2015/AUG | MONDAY 10AM-12AM
person might be assigned in a group, which means all the ten person have to work
together to achieve a common goal.
There are a lot of incidents that show social loafing in my life. For example, during
high school, all students were required to clean our respective classroom and school
compound which was divided to all classes on the last day of school before any
holiday. In my class, half of the students did not take it seriously including me. Every
time when we were required to do so, all of us were just walking around and chatting,
talking about our holiday plans and random stuffs excitedly. There was once, just
when me and my friends thought we can leave the cleaning job to the others, the
discipline teacher came to our classroom and punished everyone, because none of us
was doing our job. Instead, most of us were just holding the cleaning tools and
pretending to be doing work. We were all relying on the others, expecting the others
will do the job. As a result, all of us were forced to stay back for half an hour to clean
our classroom as a punishment.
Besides, I’ve also experienced social loafing when I was with my family. Remember
there were once, my father drove us to Kuantan to join my uncle’s open house party.
My uncle moved there for his job. Before that, none of our relatives stayed at Kuantan,
so it was our first time travelling there. Unfortunately, we got lost while on our way to
their house. My father was worried and anxious that we could not reach there on
time, so he asked us to search for the right direction to his house on GPS. At that
time, all of us were too lazy to do so, my sisters and I pretended to be sleeping, and
secretly hope the other party will obey my father’s order to search for the direction.
At the end, none of us helped my father, so he was forced to stop at a place to check
4. CHIA KEH CHIAN | 0322062 | FNBEJAN2015/AUG | MONDAY 10AM-12AM
for it by himself. Resultantly, he was fined for parking his car at a penalty zone. We
continued our journey to Kuantan right after that but the atmosphere in car changed
completely, it was quiet and gloomy. Not only that, we were two hours late to my
uncle’s party. My sisters and I were very regretted for our action. We did not know
social loafing could bring so many negative consequences.
Another example of social loafing in my life just happened not long ago. It was a
group project assigned by our constructed landscape lecturer. For that project, we
were required to produce an A4 booklet of site analysis and site synthesis of one of
our group members, Michelle’s house. It was actually a simple project plus there were
eight of us in a group, while other groups have only seven, but we stayed overnight,
rushing to finish our project on the day before the submission. Before that, none of
us contributed any effort on it; all of us were just focusing on our own individual
projects, as there were a few projects going on during that time. We reflected upon
ourselves after the booklet was submitted. We were all regretted that all we did
before was merely expecting the others will pay effort to complete the work even if
we don’t, and that was a very selfish and thoughtless action.
5. CHIA KEH CHIAN | 0322062 | FNBEJAN2015/AUG | MONDAY 10AM-12AM
Journal 2 :
Chapter 2 - The Self
Self-Serving Bias (17/9/2015)
The self-serving bias refers to our tendency to take personal credit for success while
blaming outside sources for our failures. Essentially, we tend to believe that our
successes are due to internal traits and talents, while our failures are caused by
variables outside of our control. In many cases, this cognitive bias allows peopleto
protect their self-esteem. By attributing positive events to personal characteristics,
people get a boost in confidence. At the other side, by denying responsibility and
blaming outside forces for failures peopleprotect their self-esteem and absolve
themselves from personal responsibility. In short, we, human beings tend to make
positive attributions that allow us to see ourselves in the best possible way, and to
make negative attributions for negative outcomes. It is usually caused by depression,
self-esteem, role in the situation, locus of control and culture.
Self-serving bias happens at everywhere in our life. I myself have experienced it
several times before. Back in high school, I had a friend who liked to play basketball. I
remember what happened when he joined his first basketball tournament last year.
On that day, we went to watch the competition as a support. The match was brilliant
but at the end, his team lost. As soon as he met us after the match, he started to
6. CHIA KEH CHIAN | 0322062 | FNBEJAN2015/AUG | MONDAY 10AM-12AM
complain that the weather was too hot, which adversely affected his performance.
According to him, he did not manage to do his best during the game because of the
overwhelming heat. He also complaint about his team mates, he said they did not
spend enough time to practice which caused them not good enough in passing ball.
His act showed that he did not take the responsibility for his team’s failure. He made
external attributions by blaming the weather and his teammates instead of evaluating
his own performance.
A few months later, my friend joined another basketball game again. His team won
that match at last. We congratulated him sincerely and held a small celebration for
him after that. During the celebration, he could not stop telling us how hard he
trained his members and himself, and how much time and energy he had sacrificed
for the competition. He told us he deserved the victory. This time, he made internal
attributions for their team’s success. He attributed the positive outcome to his skills
and sacrifices.
When I was younger, I myself had practiced self-serving bias without any conscious,
until my mother advised me not to point finger when I am the one who did
something wrong. Instead, I should reflect upon my own mistake. I was in standard
six at that time. My mother brought me to my grandmother’s house. I still remember
that I broke my grandmother’s favourite teapot. Due to this self-serving bias that I
had in my thinking, I did not take responsibility of this mistake. Instead of apologizing,
I blamed her for putting it near the edge of the table, which caused it fell easily. Also,
I complaint the floor that was just mopped by my auntie was too slippery but in fact,
it was because of my carelessness and playfulness.
7. CHIA KEH CHIAN | 0322062 | FNBEJAN2015/AUG | MONDAY 10AM-12AM
Other than that, I remember there was another time when I practiced self-serving
bias again. It happened when I was form three. I was the director of a play, I wrote the
script, distributed the characters and monitored every practice but on the
performance day, some of the members still did some big mistakes. Consequently,
our play was criticised and graded badly by our teacher. I was very angry and scolded
them for the mistake that they had made, which I thought was unforgiveable. I had
worked so hard so it, why would I end up getting a bad grade? I kept thinking that
my members ruined everything. That is when I had the self-serving bias thinking. I
made external attribution by blaming my team members for this negative outcome.
Afterwards, when I calmed myself down I apologized to them for what I had done. I
realized that it was not just their fault. We were a team. If one of us did mistake, that
meant all of us was responsible for it. If I had worked harder on monitoring their
practice, pointing out their mistakes and correcting them, this will not happen.
The last example is taken from my younger sister. She started to learn piano since
two years ago. She once decided to quit her piano lessons and insisted to change her
piano teacher when she failed her first piano exam. According to what she complaint
to my father, her piano teacher was always late to class and did not pay attention to
her while she was playing. My father had to choice but sent her to another teacher.
Recently, she had just passed her second piano exam and this time, she made
internal attribution to her success. She told us that she practised a lot this time and
her skills had improved, therefore she deserved it.
8. CHIA KEH CHIAN | 0322062 | FNBEJAN2015/AUG | MONDAY 10AM-12AM
Journal 3 :
Chapter 3 – Social Cognition
Counterfactual Thinking (24/9/2015)
Counterfactual thinking is a psychology concept that involves the human tendency
to create possible alternatives to life events that have already occurred; something
that is contrary to what actually happened. This often happens in 'if only...' and ‘at
least…’ situations, where we wish something had or had not happened. Usually, it is
associated with negative events. In fact, counterfactual thinking can be used to
improve or worsen human’s mood. There are two types of counterfactual thinking,
which are upward counterfactuals and downward counterfactuals. In upward
counterfactuals, we think of what we should have done. For example, when we failed
a test, we will imagine our result ‘if only’ we had studied harder. Most probably, we
might end up with a better result. On the other hand, downward counterfactual refers
to our imagination about worse things that did not happen. For example when we
lost our wallets, we tell ourselves, ‘at least’ I am safe, or ‘at least’ there were not much
cash. Counterfactual thinking often happens around situations of perceived 'luck'.
No matter big or small, good or bad, we encounter countless of incidents in
everyday life. We always use counterfactual thinking to imagine another outcome.
9. CHIA KEH CHIAN | 0322062 | FNBEJAN2015/AUG | MONDAY 10AM-12AM
Most of the time, I use downward counterfactual thinking to improve my mood when
something bad or unlucky happen to me.
For example recently, I followedmy father and his friends to cycle. It was my first
time riding a mountain bike. I was quite afraid at first because the bicycle size was
actually too big for me, but I managed to overcome my fear. Unfortunately, I fell
down at the roadside while on the way home. My limbs experienced some minor
injuries and the worse thing was 3 of my teeth were broken into half in that accident.
As a girl who always wants to look beautiful, I was depressed. And that was the time I
cheered myself up with downward counterfactual thinking. I told myself; at least I did
not hurt my face, so there will be no scratches and scars on my face. Other than that,
although I lost my teeth, at least it can be recovered by doing crowning. Most
importantly, at least I was safe and sound as there were no cars passing by during
that time. On the other hand, my father experienced both upward and downward
counterfactual thinking. My father blamed himself for not changing a smaller bicycle
which suited me more for me, so that the accident could be prevented. He also said if
only he took care of me well enough, this accident will not happen. At the bright side,
he told me although he had spent four thousand ringgit for my teeth crowning and
his bicycle repairing, at least he was very happy to see that I am safe and look like
before again.
However, I am not an optimistic girl all the time. Sometimes, I do regret about my
choices and can’t stop thinking about different and better outcomes if I had made
another choice. These upward counterfactual thinking usually causes me regret, it
worsen my mood and leads to depression. For example, I always had this thinking
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whenever I received bad grades. I wished I had studied more and not procrastinated
that much. If only I did that, I probably would not end up with getting bad grades.
Not only that, since I entered university, I have always regretted for not starting my
assignment earlier, but always rushing to finish them when the submission dates
were just around the corner. I always wondered how my semester one results will be
if I made use of my time fully and wisely.
One of the most unforgettable incidents in my life was my pet dog, Molly’s death
three years ago. Molly is a Chihuahua that I had kept as a pet dog since I was 10. It
died in a car accident as it ran out from our house gate without us noticing; Molly
was struck by a car and died on the spot. After this heart-breaking accident, I could
not stop but kept blaming myself for not locking the gate properly, which led to
Molly’s death. If only I had checked and assured the gate is locked, Molly would not
have died. This upward counterfactual thinking affected my mood in a negative way
for a long period of time; I could not get over its death and I really wish I have the
power to go back in time to change everything. If only I am able to do so, Molly
could still be alive. I could still see it every day, showing me its innocent eyes
whenever it wanted food and shaking its tails to welcome my return from school and
anywhere else. If only I could.
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Journal 4 :
Chapter 4 – Perception (1/10/2015)
The confirmation Bias
The confirmation bias is human’s tendency to give more attention and weight to
information that support our beliefs, and ignore or under weigh evidence that could
disconfirm or contradicts with our beliefs. Therefore, it is also called myside bias.
According to this psychology concept, we are more likely to search for, interpret, or
recall information in a way that confirms our beliefs or hypotheses. We always like to
imagine that our hypothesis are rational, logical, and objective, but the fact is that our
ideas are often based on paying attention to the information that upholds our ideas
and ignoring the information that challenges our existing beliefs. In other words, the
confirmation bias is a type of cognitive bias that involves favouring information that
confirms previously existing hypotheses or biases; it is also an error of inductive
inference toward confirmation of the hypothesis under study. According to Francis
Bacon, it is the peculiar and perpetual error of the human understanding to be more
moved and excited by affirmatives than by negatives.
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Confirmation biases not only impact how people collect information, but they also
influence how people analyse, interpret and recall information. The disadvantageof
having this selective thinking is that it can prevent us from looking at situations fairly
and objectively, and then influence the decisions we make. Most of the times, it can
lead to poor or faulty choices. If we become blinded to evidence truly refuting a
favoured hypothesis, we have crossed the line from reasonableness to closed-
mindedness.
Unconsciously, I myself and my family had practice the confirmation bias too. I
came from a Chinese family. During primary, I studied in a Chinese school, SJK (C)
Merlimau where 95% of the students and teachers were all Chinese. I spent six years
there, mixing with my Chinese friends, talking and learning in Chinese language. After
UPSR examination, I told my parents that I wanted to continue my studies at a
Malaysian Chinese Independent High School located in Malacca, which is Pay Fong
High School. My parents were not agreed with me because it is an independent high
school; they thought their certificate will not be approved by the government. To
prove them wrong, I started to ask around. I approached to my seniors who were
studying in government school about the disadvantages of their school, and they
told me the teachers are always absent, the toilets are mostly dirty and sometimes
the Malay students like to disturb Chinese girls. In addition, I also asked my senior
who was studying in Pay Fong High School about the advantages of Chinese
independent school; she told me the students there are all very well disciplined, their
co-curricular activities are fun, the teachers are mostly fun, classes are interactive and
they always have outdoor activity day to enhance their study experience.
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After collecting these data that supported my beliefs, which was Chinese
independent school is better than government school, I convinced my parents about
why they should send me to a Chinese independent school instead of a government
school with my points. However, my parents also did their research based on their
bias. In opposite, they asked their friends about the disadvantages of studying in
Chinese independent school and started to convince me to give up the idea because
firstly, their certificate is not as ‘good’ as government school’s certificate according to
them, secondly, the school fee and all those extra fees is expensive and thirdly, they
said it is better to mix with people with different races because we are living in a
multiracial country.
All in all, both party (me and my parents) were actively searching for evidences and
information that support our own hypothesis. At last, my parents sent me to
government school but thanks god; I had five years of amazing school life there.
Another example of self-confirmation bias also happened in my family. When we
were younger, my sisters and I had always begged to have a pet dog but my mother
was scared of and disliked animals. She did not allow us to keep any animal in our
house. Her reasons were dogs are dirty and naughty, they cause destructions and
hard to take care of. She also stated that it will distract us from studying. To make our
wish come true, my sisters and I were always searching for relevant articles to show
my mother. Having this confirmation bias, instead of searching articles like ‘Are dogs
good for a family?’, ‘Advantages and disadvantages of having a pet dog’, we only
seek for information that support our beliefs, such as ‘Why dogs are human’s best
friend’, ’10 reasons why you must have a dog at home’, ‘Dogs are sources of
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happiness’ to convince our mother. Lastly, my mother was convinced and bought us a
Chihuahua, we named it as Molly. That was the happiest day in my life. Luckily, my
mother started to give up on her bias and accept Molly as our new family member
with open heart.
Journal 5 :
Chapter 5 - Attitudes
Observational Learning (10/10/2015)
Observational learning is a theory suggested by Albert Bandura. It refers to shaping,
modelling or social learning which occurs by observing, retaining, and replicating
behaviour seen from models. Models are the individuals that perform the imitated
behaviour. This type of learning can take place at any stage in life; it tends to be the
most common and particularly important during childhood as children observe and
learn from the authority figures in their lives, especially their parents. During this
period, children learn how to behave and respond to others by observing how their
parents interact with each other and with other people. A countless amount of
learning happens through this process of observing and imitating others.
Observational learning can teach completely new behaviours or can affect the
frequency of previously learned behaviours. It can also encourage previously
forbidden behaviours. Observational learning also explainedhow we acquire
attitudes, fears, opinions or specific behaviours.
As human who live in community, we engaged in social learning naturally, as we
meet and communicate with a lot of people daily. Since I was young, I have always
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been following my parents’ behaviours because they are the people that I am with
most of the time. It is both a good thing and a bad thing because no one is flawless,
my parents have their good sides and of course their bad side too. Unconsciously, I
have observed and imitated some of their good habits and also bad habits in daily
life. For example, all of my family members practice a common bad habit- we talk
while we eat and speak while our mouths full. Dinner time is also known as our family
bonding time; we sit together and share our stories while eating. That is the reason
why we tend to talk a lot during dinner, even when there is food in our mouth.
Besides, I always make a ‘slurrrrrrp’ sound whenever I am drinking soup or any hot
drinks, which is considered as a rude action. I was influenced by my father, it occurred
naturally; I did not realize it until my mother pointed it out. Other than that, just like
my father, I sang loudly in shower since I was young. Sometimes, it annoys my sister.
A few of the good habits that I acquired by observational learning is I don’t smoke, I
don’t drink carbonated drink and I respect old people just like my parents do. None
of them smoke and they have always been warning us not to do so because smoking
has bad effects on our health and self-esteem, it also influences the way how others
see us. Besides, there is also no chance that people will see carbonated drink in our
house fridge because none of us likes it. We all think that carbonated drink tastes bad
and weird with the tremendous amount of gas it contains. It also contains high sugar
content which causes obesity. Lastly, my parents have always taught us to respect old
people by practising it by themselves. Not only they respect their own parents who
are my grandparents, they are also very generous and kind towards the other elderly
people. My siblings and I are aware of we should respect old people since small
because our parents brought us to visit old folks home and give them some help
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before. Until now, I always respect golden ager, by giving them seats on bus, helping
them to carry their stuffs and donating money to them when I have chances to do so.
Years ago, an Indian family was my neighbours, they moved away last year because
of some unhappy incidents. They lived in poverty because the father was unemployed;
he was also a habitual drunkard who always beat his wife and children. We always
heard noise from their house, sometimes it was a woman’s wailing; sometimes it was
some shouting and crying noise. Besides, I always saw used cigarettes in front of their
house. One of his children was my schoolmate; he was always alone and very quiet in
school. Sometimes, my friends and I saw bruises on his body but we dared not do
anything because we were afraid of the troubles that we might get involved in.
Last year, he was expelled from school because it was found out that he had 3
packets of illegal cigarettes and drugs in his school bag. Also, he was caught for
smoking in the toilet. Not long later, their entire family moved away from their house
quietly. I heard from my other neighbours saying that the father was caught for
taking and selling drugs. I felt sorry for the wife and the children, especially the one
who was influenced by his father. He could had have a bright future if he had a good
model to observe and learn from but sadly, he did not has a choice to choose his
own parents and environment that he grew up.