The video incorporates six psychological concepts across four scenes. In scene one, Fiona experiences spotlight effect when she thinks others notice her tripping, and her classmates demonstrate stereotyping of black people. Scene two shows Fiona learning to use chopsticks through observational learning by watching her classmate. Scene three depicts hostile aggression when Fiona is pushed, and bystander effect as others do not help. Scene four exhibits mere exposure as Fiona spends more time with her new friend. The concepts were successfully integrated into a story to demonstrate their applications.

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SCHOOL OF ARCHITECTURE, BUILDING AND DESIGN
FOUNDATION IN NATURAL AND BUILT ENVIRONMENT
RESEARCH REPORT
TITLE: (FOREIGN FIONA)
TAN MIN CHUEN
LEE FONG YEN (0321976)
SHAMIL NAFIZ (0321989)
MUHAMMAD NAZMI (0322251)
FIONA CHIUDZU (0322041)
GROUP/SESSION: MONDAY 1-3 P.M.
SUBJECT: SOCIAL PSYCHOLOGY [PSYC0103]
SUBMISSION DATE: 7TH
DECEMBER 2015
LECTURER: MR.T. SHANKAR

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TABLE OF CONTENTS
No. Description Pages
1. Acknowledgement 3
2. Introduction 4
3. Methods
-Apparatus/Materials
-Procedure
-Participants & Characters
5-6
4. Discussion
-Concepts Used & Definitions
-The Storyboard
-Application of Concepts
7-17
5. References 18
6. Appendix (Video Scenes) 19-25

3. 3
ACKNOWLEDGEMENT
We would like to express our deepest gratitude to our lecturer, Mr
Shankar for giving us such an interesting assignment for us to do and guiding
us in completing it. Not only that, we are also thankful for teaching us the
different concepts of psychology that used to be unfamiliar to us. Through his
lessons and guidance, we are now able to apply the psychology concepts into
this assignment.
We would also like to acknowledge the efforts and co-operation of all
the group members in completing this final assignment. Despite all the other
assignments from different subjects, they were able to spare their free time for
this psychology project. Without team work, patience and contributions given
by all of them, we would not have been able to finish it successfully. So,
therefore, we are truly grateful for having the group members work together.
Last but not least, to the people who were present in the video,
especially our course mates who helped us during our video shooting. Thanks
to them, who were sporting enough to make a cameo appearance, we were
able to produce a video successfully.

4. 4
INTRODUCTION
For the psychology final project, we were required to come up with a
video and a report based on the video. We were to implement five
psychological concepts into our video and submit a detailed report about the
concepts we have used.
For this video ad report assignment, we have incorporated six
psychological concepts which are Spotlight Effect, Stereotype, Hostile
Aggression, Bystander Effect, Mere Exposure and Observational Learning.
Throughout the process of completing this assignment, we have been able to
recognize and identify the connections among concepts and perspectives
within psychology and other disciplines.
Not only that, this assignment has gave our group a chance to enhance
the teamwork ability and leadership. To conclude everything, this report
contains the details about the concepts we implemented and the integration
between the concepts and our video.

5. 5
METHODS
a. Apparatus and Materials
In shooting the video, we have used a few apparatus and items. The first
will be camera. A camera, together with camera stand were used during
the whole video shooting. The purpose of the stand was to take shots
from different angles and to ensure that the camera is stable to prevent
bad quality of the video. Not only that, we also used laptops, schoolbags,
and books to indicate that characters were university students. A was a
part where chopsticks and food were used as props for one of the scene
in the video.
b. Procedures
-1st
December 2015
Before starting the video, all group members had a discussion in the
campus about how the story goes and what concepts were to be
implemented in the video. The meeting lasted for 2 hours, when the
storyline was decided.
-2nd
December 2015
All group members were asked to meet in the campus in the morning for
a second meeting. The meeting took place in a classroom in Block D. We
wrote the story out on a paper and prepared a script for the characters
to refer. After that, we decided the venues that the shooting will take
place.

6. 6
-2nd
December 2015
On the same day, the video shooting began around noon. Group
members gathered together and participated in the video shooting
process. For every scene, all the group members sounded out their
opinions to improvise the video.
c. Participants and Roles in the Video
All group members were involved and had participated in the video.
The main character in the video was Fiona. Min Chuen and Nazmi took
the role as Fiona’s classmates. Fong Yen was Fiona’s good friend while
Shamil’s role was a gangster in the video.
d. The Venues
All the venues that the video shooting took place include Block D
classroom, corridor along the 6th
Floor, the front of Student Life Centre,
the Taylor’s Logo at the roundabout and lastly, a restaurant named “Tian
Chu”

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CONCEPTS AND DEFINITIONS
A total of six psychological concepts have been incorporated into our
video. They are Spotlight Effect, Observational Learning, Stereotype
(Racism), Hostile Aggression, Mere Exposure and Bystander Effect.
a. Spotlight effect
The "Spotlight Effect" refers to the tendency to think that more
people notice something about you than they do. This is actually a
result of egocentrism, meaning that we think that we are the centre
of our own universe and use our own experiences and perspectives
to evaluate people and the world. Thus, Spotlight Effect can be
defined as using own experiences and cognitions to evaluate other
people and overestimating our perceptions that we share with others
are accurate.
b. Observational Learning
Observational learning is referred to as shaping, modelling or indirect
reinforcement. This means that a person watches others (models)
engage in behaviours and then starts repeating the same actions
after that. Psychologist Albert Bandura states that people are
naturally inclined to engage in observational learning
c. Racism (Stereotype)
Racism is a specific form of prejudice, involving prejudicial attitudes
or behaviour towards members of an ethnic group. Stereotyping is
the tendency to limit and disregard people’s individuality, which then

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leads to negative assumptions. When we stereotype people, we tend
to group them based on their traits.
d. Hostile Aggression
Hostile aggression also known as affective aggression, refers to an act
of aggression stemming formed because of anger and is aimed to
cause pain. This aggression is a type of aggression that is performed
as en end in itself.
e. Mere Exposure Effect
The mere exposure effect is a psychological phenomenon by which
people tend to develop a preference for things or people that are
more familiar to them than others. Repeated exposure increases
familiarity. This effect is therefore also known as the familiarity
effect.
f. Bystander Effect
The bystander effect occurs when the presence of others discourages
an individual from intervening in an emergency situation. The
bystander effect refers to the phenomenon in which the greater the
number of people present, the less likely people will lend a help in
emergency situations. This is because being in a large crowd, they
have the thinking that no single person has to take responsibility for
an action.

9. 9
STORYBOARD
The story started with a girl named Fiona who was sent to Taylor’s University
by her father. She stayed in a village in Malawi with her family, and because
she was the smartest in the village, she was asked to study in Malaysia.
Scene 1: First day of class
Characters: Fiona (main), Min chuen & Nazmi (classmates)
Venue: Block D, 6th
Floor classroom
Fiona walks to class on her first day of school. She was walking along the
corridor into the classroom while playing her phone. When she entered the
classroom, she nearly tripped.
Fiona: (thinks in her head) now everyone’s going to look at me. Please don’t
look at me. Please don’t look at me. Please don’t look at me!
Min Chuen: Look! New student. *points at Fiona*
Nazmi: She’s black... I heard that black people always do bad things and
they’re so dumb. I don’t like her man.
Scene 2: After class
Characters: Fiona, Min Chuen
Venue: Restaurant Tian Chu
Fiona ate her lunch there. Her classmate, Min Chuen was sitting at the table
beside her. When food was served, Fiona did not know how to use the

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chopsticks. She looked at Min Chuen, who had no difficulty using chopsticks to
eat his food. Fiona observed the way he held his chopsticks and learned how to
use it. She then eats her food easily.
Scene 3: On the way to class
Characters: Fiona, Shamil (gangster), Fong yen (friend)
Venue: In front of Student Learning Centre
Fiona was on her way to class, when she accidentally hit Shamil, who was
talking on the phone. Shamil pushed her and started to argue with her. With a
big commotion going on, everyone stared, but did not help her. Fong yen
appears and started to talk to Shamil.
Fiona: *bangs Shamil*
Shamil: *pushed Fiona* what’s your problem? You spoiled my phone. Pay me
back the money.
Fiona: Your phone looks fine to me.
Fong Yen appears.
Shamil: She broke my phone.
Fong Yen: Your phone looks fine to me. Why not you go back and continue
selling ice cream in the charity drive.
Shamil walks away.
Fiona: Thank you so much.

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Scene 4: Being good friends
Characters: Fong Yen, Fiona
Venue: Class, restaurant, corridors
After helping Fiona, she and Fong yen started to get familiar to each other and
would often stick together. They spend their time together in class, during
eating and whenever in the campus.
The End

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IMPLEMENTION OF CONCEPTS
Scene 1: Spotlight Effect & Stereotype (Racism)
For the first scene, spotlight effect occurred when Fiona, the main character
nearly tripped in the class. This concept can be seen when she thought to
herself that everyone was looking at her. But in fact, the other classmates were
busy doing their own stuffs. Not only that, in the first scene, stereotype can
also be seen in both Fiona’s classmates, which are Min Chuen and Nazmi.
Stereotype that is related to racism can be seen when Nazmi told Min Chuen,
black people often do bad things and are dumb.

13. 13

14. 14
Scene 2: Observational Learning
Being a first timer in using chopsticks, Fiona had difficulty in eating her food
using chopsticks. Observational learning is applied when Fiona learns how to
use the chopsticks by looking at Min Chuen, who was good at using them.

15. 15

16. 16
Scene 3: Hostile Aggression & Bystander Effect
Hostile aggression can be seen in the character Shamil who pushed Fiona just
because she accidentally bumped into Shamil. He even wanted to start a fight
with her, which was driven by his anger. Next concept applied in the third
scene will be bystander effect. Even though, Fiona and Shamil argued in front
of so many people, no one lent her hand in helping Fiona out. Everyone just
stood still and looked at them.

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Scene 4: Mere Exposure
The last concept that was implied in the video is mere exposure. After Fong
Yen helped Fiona, the both got familiar to each other and started to hang
around together.

18. 18
REFERENCES
1. Changing Works (2002-2015), Retrieved on the 3rd
of December at
http://changingminds.org/explanations/theories/mere_exposure.htm
2. Dr. Lisa J. Cohen, Psychology Today (1991-2015), Retrieved on the 3rd
of
December at https://www.psychologytoday.com/blog/handy-
psychology-answers/201101/the-psychology-prejudice-and-racism
3. Kendra C., About Health (2015), Retrieved on the 3rd
of December at
http://psychology.about.com/od/oindex/fl/What-Is-Observational-
Learning.htm
4. Kendra C., About Health (2015), Retrieved on the 3rd
of December at
http://psychology.about.com/od/socialpsychology/a/bystandereffect.ht
m
5. Nathan H., Psychology Today (1991-2015), Retrieved on the 3rd
of
December at https://www.psychologytoday.com/blog/the-big-
questions/201111/the-spotlight-effect
6. Psychology Glossary (2015), Retrieved on the 3rd
of December at
http://www.psychology-lexicon.com/cms/glossary/41-glossary-h/405-
hostile-aggression.html

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APPENDIX
SCENE 1

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21. 21
SCENE 2

22. 22

23. 23
SCENE 3

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25. 25
SCENE 4