This document discusses social cognition and related topics including motivation and social processing goals, personal control, and social situations and social competence. Some key points include:
- Personal goals and priorities shift across the lifespan from achievement to balance to reevaluation.
- Older adults emphasize emotional goals by focusing on positive emotions and avoiding negative ones.
- Personal control involves both primary control of external actions and secondary cognitive control of the self. Both types of control strategies are important for well-being.
- Social contexts can facilitate cognition and memory in older adults, such as through collaborative problem solving and storytelling with others.
Analytical psychology Theories of Personality Carl JungGrace Bran
Carl Jung developed the concepts of the personal unconscious, collective unconscious, and archetypes. The psyche consists of the ego, personal unconscious, and collective unconscious. The collective unconscious contains archetypes - universal themes such as the mother, hero, and self. Jung described personality types as introverted/extraverted with thinking, feeling, sensing, and intuiting functions. His method of analysis included dream analysis, word association tests, and active imagination to understand a patient's unconscious and facilitate self-realization through integrating opposing forces. Critics argue Jung's concepts are difficult to empirically test and some concepts lack clarity due to ambiguity.
Social cognition involves how people process, store, and apply social information. It focuses on cognitive processes in social interactions and how we think about other people. Social cognition involves both automatic and effortful processing of information. Schemas and impression formation also play important roles in social cognition by influencing how we organize, interpret, and judge social information and others. The way we think about others greatly impacts how we interact with the world.
The psychodynamic approach to therapy focuses on exploring unconscious thoughts and conflicts from a patient's past that may be influencing their present functioning. Therapists help patients gain insight into recurring themes and patterns in their thoughts, feelings, and relationships. Treatment involves free association, discussion of past experiences, transference, and examining defenses and resistance with the goal of resolving unconscious conflicts driving a patient's symptoms. A case study describes a man who developed PTSD after experiencing traumatic events in Israel and details his treatment using psychodynamic techniques.
Social cognition refers to how people process and respond to social information. It involves interpreting social cues, analyzing social situations, and remembering social information using mental structures called schemas. Schemas help organize our knowledge about social roles, people, and events. When making judgments with limited time and information, people rely on mental shortcuts called heuristics. However, social cognition is not always rational and can involve errors like unrealistic optimism and counterfactual thinking.
Social cognition involves encoding, storing, retrieving, and processing social information in the brain about conspecifics. It involves both automatic and controlled processing. Schemas are mental frameworks that help organize social information and act as filters, but can also lead to errors and biases like stereotyping. Heuristics are simple rules or mental shortcuts used to make judgments that can be erroneous. Affect and cognition interact, as current moods and emotions can influence thoughts, memories, and judgments. Feelings shape thoughts and thoughts shape feelings in social cognition.
This document discusses case formulation, which involves developing a hypothesis about the factors that cause and maintain a client's problems. It outlines the key components of case formulation using the DSM-5, including the presenting problem, predisposing factors, precipitating factors, perpetuating factors, and protective factors. The document provides an example case formulation for a client named Nasira who is experiencing depression. It analyzes the precipitant, predisposing factors, and perpetuating factors for Nasira based on her history and symptoms. The case formulation would then inform the treatment plan.
Karen Horney was a German psychoanalyst who developed her own theories about neurosis and personality. She identified 10 neurotic needs that she believed all humans have, including the need for affection, a partner, power, social recognition, and perfection. Horney also studied feminine psychology and believed that societies encouraged women to depend on men. She published several works developing her theories and challenging some of Freud's views before becoming a practicing psychiatrist in the United States. Horney made important contributions to psychoanalytic thought as one of the first prominent female theorists in the field.
This document discusses aggression, including its definitions, types, biological and social causes, and symptom domains. It begins by exploring various definitions of aggression and how it differs from violence. It then outlines types of aggression such as instrumental vs emotional, sanctioned vs non-sanctioned, and proactive vs reactive. Biological explanations and the neuroanatomy/neurochemistry of aggression are reviewed. Social learning theory, social interaction theory, and excitation transfer theory are presented as theories of aggression. The document discusses demographic and situational factors associated with human aggression. Finally, it examines impulsivity and affective instability as two symptom domains of aggression.
Analytical psychology Theories of Personality Carl JungGrace Bran
Carl Jung developed the concepts of the personal unconscious, collective unconscious, and archetypes. The psyche consists of the ego, personal unconscious, and collective unconscious. The collective unconscious contains archetypes - universal themes such as the mother, hero, and self. Jung described personality types as introverted/extraverted with thinking, feeling, sensing, and intuiting functions. His method of analysis included dream analysis, word association tests, and active imagination to understand a patient's unconscious and facilitate self-realization through integrating opposing forces. Critics argue Jung's concepts are difficult to empirically test and some concepts lack clarity due to ambiguity.
Social cognition involves how people process, store, and apply social information. It focuses on cognitive processes in social interactions and how we think about other people. Social cognition involves both automatic and effortful processing of information. Schemas and impression formation also play important roles in social cognition by influencing how we organize, interpret, and judge social information and others. The way we think about others greatly impacts how we interact with the world.
The psychodynamic approach to therapy focuses on exploring unconscious thoughts and conflicts from a patient's past that may be influencing their present functioning. Therapists help patients gain insight into recurring themes and patterns in their thoughts, feelings, and relationships. Treatment involves free association, discussion of past experiences, transference, and examining defenses and resistance with the goal of resolving unconscious conflicts driving a patient's symptoms. A case study describes a man who developed PTSD after experiencing traumatic events in Israel and details his treatment using psychodynamic techniques.
Social cognition refers to how people process and respond to social information. It involves interpreting social cues, analyzing social situations, and remembering social information using mental structures called schemas. Schemas help organize our knowledge about social roles, people, and events. When making judgments with limited time and information, people rely on mental shortcuts called heuristics. However, social cognition is not always rational and can involve errors like unrealistic optimism and counterfactual thinking.
Social cognition involves encoding, storing, retrieving, and processing social information in the brain about conspecifics. It involves both automatic and controlled processing. Schemas are mental frameworks that help organize social information and act as filters, but can also lead to errors and biases like stereotyping. Heuristics are simple rules or mental shortcuts used to make judgments that can be erroneous. Affect and cognition interact, as current moods and emotions can influence thoughts, memories, and judgments. Feelings shape thoughts and thoughts shape feelings in social cognition.
This document discusses case formulation, which involves developing a hypothesis about the factors that cause and maintain a client's problems. It outlines the key components of case formulation using the DSM-5, including the presenting problem, predisposing factors, precipitating factors, perpetuating factors, and protective factors. The document provides an example case formulation for a client named Nasira who is experiencing depression. It analyzes the precipitant, predisposing factors, and perpetuating factors for Nasira based on her history and symptoms. The case formulation would then inform the treatment plan.
Karen Horney was a German psychoanalyst who developed her own theories about neurosis and personality. She identified 10 neurotic needs that she believed all humans have, including the need for affection, a partner, power, social recognition, and perfection. Horney also studied feminine psychology and believed that societies encouraged women to depend on men. She published several works developing her theories and challenging some of Freud's views before becoming a practicing psychiatrist in the United States. Horney made important contributions to psychoanalytic thought as one of the first prominent female theorists in the field.
This document discusses aggression, including its definitions, types, biological and social causes, and symptom domains. It begins by exploring various definitions of aggression and how it differs from violence. It then outlines types of aggression such as instrumental vs emotional, sanctioned vs non-sanctioned, and proactive vs reactive. Biological explanations and the neuroanatomy/neurochemistry of aggression are reviewed. Social learning theory, social interaction theory, and excitation transfer theory are presented as theories of aggression. The document discusses demographic and situational factors associated with human aggression. Finally, it examines impulsivity and affective instability as two symptom domains of aggression.
Dialectical Behavior Therapy (DBT) is a cognitive-behavioral treatment developed to treat borderline personality disorder. It uses individual therapy, group skills training, telephone coaching, and a therapist consultation team. DBT aims to help patients manage emotions and impulses through mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness skills. Studies have found DBT reduces self-harm behaviors and improves social and work functioning for patients with borderline personality disorder.
Karen Horney was a German psychoanalyst who developed theories about how social and cultural conditions, especially childhood experiences, shape personality. She believed that people whose needs for love and affection are not satisfied in childhood develop basic anxiety and hostility towards their parents. Horney identified three neurotic strategies people use to cope: moving towards people, moving against people, and moving away from people. She argued that normal individuals flexibly use all three strategies, while neurotics rigidly adhere to just one.
The cognitive perspective focuses on internal mental processes like thinking and memory. Key aspects of this perspective include:
- Studying cognition, or how knowledge is acquired and organized mentally.
- Rejecting introspection and embracing the scientific method.
- Acknowledging the existence of internal mental states like beliefs and desires.
- Tracing its foundations to Gestalt psychology and Jean Piaget's work on child development.
- Being influenced by advancements in technology and computer science from the 1950s onward.
Major figures who contributed to the development of this perspective include Noam Chomsky, who argued psychology should study more than just behavior, and Aaron Beck, who pioneered cognitive therapy by
This document defines aggression and violence, and discusses various models and factors related to aggression. It begins by defining aggression as behavior intended to cause harm between individuals, which can be physical or emotional. Violence is defined as aggressive behavior using force. It then covers biological models of aggression including anatomical bases in the limbic system and hypothalamus, as well as neurotransmitters and hormones. Psychological models discussed include psychoanalytic, humanistic, and social learning theories. Social determinants of aggression highlighted include frustration, provocation, and media violence. The document concludes by covering prevention/control methods and cognitive theories of aggression.
Abnormal psychology involves the study of psychological disorders, which are behaviors judged to be inappropriate, distressing, or dysfunctional. Psychological disorders are studied and treated by psychologists and psychiatrists using various theoretical perspectives including psychodynamic, behavioral, cognitive, and biological approaches. The Diagnostic and Statistical Manual of Mental Disorders (DSM) provides standardized criteria for classifying and diagnosing mental disorders. Major classes of disorders include anxiety disorders, mood disorders like depression, dissociative disorders, personality disorders, and psychotic disorders like schizophrenia.
The document defines aggression and discusses factors that can lead to aggressive behavior, including personal, situational, and social factors. It then outlines several strategies that can be used to reduce aggression, such as punishment, catharsis, cognitive interventions like apologies, exposure to non-aggressive social models, training in social skills, and using incompatible responses to generate emotions like laughter that are incompatible with anger.
The document discusses psychopathology, which is defined as the scientific study of mental conditions involving significant pain, suffering, or distress that damages a person's sense of self. It summarizes different models that have been used to understand the origins and nature of mental illness, including biological, psychological, psychosocial, and biopsychosocial models. The biological model emphasizes genetic and neurological factors while psychological models focus on unconscious conflicts, learned behaviors, distorted cognitions, and fulfillment of needs. Psychosocial models examine family and social influences as well as person-environment interactions.
Carl Jung expanded Freud's theory of the unconscious to include a collective unconscious shared among all humans. This collective unconscious contains archetypes - common patterns and symbols representing human experiences like heroes and mothers. Jung also described extraverted and introverted personality types, as well as types that make decisions rationally through thinking or feeling, and irrationally through sensation or intuition.
Aaron Beck developed cognitive therapy, which emphasizes recognizing and changing negative thoughts and maladaptive beliefs. The theoretical assumptions of cognitive therapy are that people's internal communications can be accessed through introspection, clients' beliefs have personal meanings that can be discovered by the client rather than interpreted by the therapist. Basic principles of cognitive therapy include addressing arbitrary inferences, selective abstractions, overgeneralization, magnification and minimization, personalization, labeling and mislabeling, and dichotomous thinking. Effective cognitive therapists establish empathy and a therapeutic alliance while using cognitive and behavioral strategies through Socratic questioning to guide clients in self-discovery and change.
This document provides an overview of cognitive psychology and attention. It defines cognitive psychology and discusses the role of attention, including types of attention like visual and auditory attention. Theories of selective attention are presented, including early selection, attenuation, and late selection theories. Everyday problems of attention are discussed like inattentional blindness. Clinical problems like attention deficit hyperactivity disorder are also summarized.
Social cognition involves how people think about themselves and the social world to make judgments and decisions. There are two types of thinking - automatic thinking which is quick and nonconscious, and controlled thinking which is deliberate and effortful. Schemas are mental structures that organize our knowledge about people and events. Schemas are useful but can also lead to biases as they influence what information we attend to and remember. Other cognitive shortcuts like heuristics and priming can also lead to errors in social cognition. Affect and cognition have a reciprocal relationship, as our feelings shape our thoughts and vice versa.
Therapeutic goals assumptions and steps of psychoanalytic therapyGeetesh Kumar Singh
Psychoanalytic therapy is a type of treatment based upon the theories of Sigmund Freud, who is considered one of the forefathers of psychology and the founder of psychoanalysis. This therapy explores how the unconscious mind influences thoughts and behaviours, with the aim of offering insight and resolution to the person seeking therapy.
Mood influences cognition and cognition influences mood in a bidirectional relationship. Feelings shape thoughts and thoughts shape feelings. Specifically:
- A person's current mood impacts what information they notice and remember, with positive moods enhancing creativity and negative moods making people and ideas seem gloomier.
- Memory is also mood-dependent, with information learned in a positive (negative) mood more easily recalled when the person is in a positive (negative) mood.
- Cognition also influences affect, as explained by the two-factor theory of emotion - physiological arousal is labeled as an emotion based on cognitive cues from the external environment.
- Studies in social neuroscience provide evidence of this bidirectional relationship between cognition in
Here are two criticisms of the biological approach to psychopathology:
1. It is reductionist - it reduces complex mental disorders down to simple biological components alone. This ignores other potential contributing factors like environment and life experiences.
2. It is deterministic - it suggests we have no free will and are solely determined by our biology. This ignores the role of psychological and environmental factors in developing mental illness.
M.Ed Guidance & Counselling II Topic- Psychoanalytic Approach of Counselling pptfatima roshan
This document provides an overview of different approaches to counseling, with a focus on the psychoanalytic approach. It describes psychoanalysis as a form of psychotherapy using techniques like free association and dream analysis to explore the client's unconscious mind. Key concepts in psychoanalytic theory include the id, ego, and superego; psychosexual stages of development; and defense mechanisms. The document outlines techniques such as transference, countertransference, and interpretation used in psychoanalytic counseling. It also discusses general principles of counseling, limitations of the psychoanalytic approach, and its potential use with diverse populations.
Social cognition is a sub-topic of social psychology that focuses on how people process, store, and apply information about other people and social situations.
It focuses on the role that cognitive processes play in our social interactions.
The way we think about others plays a major role in how we think, feel, and interact with the world around us.
1) Psychodynamic therapies focus on accessing the unconscious mind through techniques like free association, word association, and dream interpretation.
2) The psychodynamic approach believes that psychological disorders stem from unconscious conflicts, often related to unresolved issues from childhood. Treatments therefore aim to reveal the unconscious and lift defense mechanisms.
3) Key psychodynamic treatments include psychoanalysis, which uses free association, word association, and dream analysis to gain insight into unconscious material from childhood. Psychoanalysis can be an effective long-term therapy but also carries risks of planting false memories.
Social cognition deals with encoding, storage, retrieval, and processing of information about others. It focuses on how we think about and make sense of people in our social world, and how that influences our behavior, feelings, and social interactions. Unconscious social schemas draw on past experiences and judgments to influence social cognition beyond available information. Salience and priming affect how certain social stimuli stand out and influence behavior. Person perception involves making inferences and impressions of others through interactions and appearances to form judgments and categorize people into social groups, which can influence behavior despite potential inaccuracies. Implicit personality theory assumes traits are linked, so finding one trait leads to assumptions of other linked traits that may influence social encounters.
Social cognition is a branch of social psychology that seeks to understand how people perceive and make sense of social interactions and behaviors. It uses cognitive models to examine how people form impressions of others based on selecting certain information to focus on while ignoring other details, and how these impressions can be influenced by traits, stereotypes, and biases. The document discusses factors like first impressions, central vs peripheral traits, halo effects, implicit personality theories, and strategies for avoiding distorted social perceptions.
Dialectical Behavior Therapy (DBT) is a cognitive-behavioral treatment developed to treat borderline personality disorder. It uses individual therapy, group skills training, telephone coaching, and a therapist consultation team. DBT aims to help patients manage emotions and impulses through mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness skills. Studies have found DBT reduces self-harm behaviors and improves social and work functioning for patients with borderline personality disorder.
Karen Horney was a German psychoanalyst who developed theories about how social and cultural conditions, especially childhood experiences, shape personality. She believed that people whose needs for love and affection are not satisfied in childhood develop basic anxiety and hostility towards their parents. Horney identified three neurotic strategies people use to cope: moving towards people, moving against people, and moving away from people. She argued that normal individuals flexibly use all three strategies, while neurotics rigidly adhere to just one.
The cognitive perspective focuses on internal mental processes like thinking and memory. Key aspects of this perspective include:
- Studying cognition, or how knowledge is acquired and organized mentally.
- Rejecting introspection and embracing the scientific method.
- Acknowledging the existence of internal mental states like beliefs and desires.
- Tracing its foundations to Gestalt psychology and Jean Piaget's work on child development.
- Being influenced by advancements in technology and computer science from the 1950s onward.
Major figures who contributed to the development of this perspective include Noam Chomsky, who argued psychology should study more than just behavior, and Aaron Beck, who pioneered cognitive therapy by
This document defines aggression and violence, and discusses various models and factors related to aggression. It begins by defining aggression as behavior intended to cause harm between individuals, which can be physical or emotional. Violence is defined as aggressive behavior using force. It then covers biological models of aggression including anatomical bases in the limbic system and hypothalamus, as well as neurotransmitters and hormones. Psychological models discussed include psychoanalytic, humanistic, and social learning theories. Social determinants of aggression highlighted include frustration, provocation, and media violence. The document concludes by covering prevention/control methods and cognitive theories of aggression.
Abnormal psychology involves the study of psychological disorders, which are behaviors judged to be inappropriate, distressing, or dysfunctional. Psychological disorders are studied and treated by psychologists and psychiatrists using various theoretical perspectives including psychodynamic, behavioral, cognitive, and biological approaches. The Diagnostic and Statistical Manual of Mental Disorders (DSM) provides standardized criteria for classifying and diagnosing mental disorders. Major classes of disorders include anxiety disorders, mood disorders like depression, dissociative disorders, personality disorders, and psychotic disorders like schizophrenia.
The document defines aggression and discusses factors that can lead to aggressive behavior, including personal, situational, and social factors. It then outlines several strategies that can be used to reduce aggression, such as punishment, catharsis, cognitive interventions like apologies, exposure to non-aggressive social models, training in social skills, and using incompatible responses to generate emotions like laughter that are incompatible with anger.
The document discusses psychopathology, which is defined as the scientific study of mental conditions involving significant pain, suffering, or distress that damages a person's sense of self. It summarizes different models that have been used to understand the origins and nature of mental illness, including biological, psychological, psychosocial, and biopsychosocial models. The biological model emphasizes genetic and neurological factors while psychological models focus on unconscious conflicts, learned behaviors, distorted cognitions, and fulfillment of needs. Psychosocial models examine family and social influences as well as person-environment interactions.
Carl Jung expanded Freud's theory of the unconscious to include a collective unconscious shared among all humans. This collective unconscious contains archetypes - common patterns and symbols representing human experiences like heroes and mothers. Jung also described extraverted and introverted personality types, as well as types that make decisions rationally through thinking or feeling, and irrationally through sensation or intuition.
Aaron Beck developed cognitive therapy, which emphasizes recognizing and changing negative thoughts and maladaptive beliefs. The theoretical assumptions of cognitive therapy are that people's internal communications can be accessed through introspection, clients' beliefs have personal meanings that can be discovered by the client rather than interpreted by the therapist. Basic principles of cognitive therapy include addressing arbitrary inferences, selective abstractions, overgeneralization, magnification and minimization, personalization, labeling and mislabeling, and dichotomous thinking. Effective cognitive therapists establish empathy and a therapeutic alliance while using cognitive and behavioral strategies through Socratic questioning to guide clients in self-discovery and change.
This document provides an overview of cognitive psychology and attention. It defines cognitive psychology and discusses the role of attention, including types of attention like visual and auditory attention. Theories of selective attention are presented, including early selection, attenuation, and late selection theories. Everyday problems of attention are discussed like inattentional blindness. Clinical problems like attention deficit hyperactivity disorder are also summarized.
Social cognition involves how people think about themselves and the social world to make judgments and decisions. There are two types of thinking - automatic thinking which is quick and nonconscious, and controlled thinking which is deliberate and effortful. Schemas are mental structures that organize our knowledge about people and events. Schemas are useful but can also lead to biases as they influence what information we attend to and remember. Other cognitive shortcuts like heuristics and priming can also lead to errors in social cognition. Affect and cognition have a reciprocal relationship, as our feelings shape our thoughts and vice versa.
Therapeutic goals assumptions and steps of psychoanalytic therapyGeetesh Kumar Singh
Psychoanalytic therapy is a type of treatment based upon the theories of Sigmund Freud, who is considered one of the forefathers of psychology and the founder of psychoanalysis. This therapy explores how the unconscious mind influences thoughts and behaviours, with the aim of offering insight and resolution to the person seeking therapy.
Mood influences cognition and cognition influences mood in a bidirectional relationship. Feelings shape thoughts and thoughts shape feelings. Specifically:
- A person's current mood impacts what information they notice and remember, with positive moods enhancing creativity and negative moods making people and ideas seem gloomier.
- Memory is also mood-dependent, with information learned in a positive (negative) mood more easily recalled when the person is in a positive (negative) mood.
- Cognition also influences affect, as explained by the two-factor theory of emotion - physiological arousal is labeled as an emotion based on cognitive cues from the external environment.
- Studies in social neuroscience provide evidence of this bidirectional relationship between cognition in
Here are two criticisms of the biological approach to psychopathology:
1. It is reductionist - it reduces complex mental disorders down to simple biological components alone. This ignores other potential contributing factors like environment and life experiences.
2. It is deterministic - it suggests we have no free will and are solely determined by our biology. This ignores the role of psychological and environmental factors in developing mental illness.
M.Ed Guidance & Counselling II Topic- Psychoanalytic Approach of Counselling pptfatima roshan
This document provides an overview of different approaches to counseling, with a focus on the psychoanalytic approach. It describes psychoanalysis as a form of psychotherapy using techniques like free association and dream analysis to explore the client's unconscious mind. Key concepts in psychoanalytic theory include the id, ego, and superego; psychosexual stages of development; and defense mechanisms. The document outlines techniques such as transference, countertransference, and interpretation used in psychoanalytic counseling. It also discusses general principles of counseling, limitations of the psychoanalytic approach, and its potential use with diverse populations.
Social cognition is a sub-topic of social psychology that focuses on how people process, store, and apply information about other people and social situations.
It focuses on the role that cognitive processes play in our social interactions.
The way we think about others plays a major role in how we think, feel, and interact with the world around us.
1) Psychodynamic therapies focus on accessing the unconscious mind through techniques like free association, word association, and dream interpretation.
2) The psychodynamic approach believes that psychological disorders stem from unconscious conflicts, often related to unresolved issues from childhood. Treatments therefore aim to reveal the unconscious and lift defense mechanisms.
3) Key psychodynamic treatments include psychoanalysis, which uses free association, word association, and dream analysis to gain insight into unconscious material from childhood. Psychoanalysis can be an effective long-term therapy but also carries risks of planting false memories.
Social cognition deals with encoding, storage, retrieval, and processing of information about others. It focuses on how we think about and make sense of people in our social world, and how that influences our behavior, feelings, and social interactions. Unconscious social schemas draw on past experiences and judgments to influence social cognition beyond available information. Salience and priming affect how certain social stimuli stand out and influence behavior. Person perception involves making inferences and impressions of others through interactions and appearances to form judgments and categorize people into social groups, which can influence behavior despite potential inaccuracies. Implicit personality theory assumes traits are linked, so finding one trait leads to assumptions of other linked traits that may influence social encounters.
Social cognition is a branch of social psychology that seeks to understand how people perceive and make sense of social interactions and behaviors. It uses cognitive models to examine how people form impressions of others based on selecting certain information to focus on while ignoring other details, and how these impressions can be influenced by traits, stereotypes, and biases. The document discusses factors like first impressions, central vs peripheral traits, halo effects, implicit personality theories, and strategies for avoiding distorted social perceptions.
Explains the process by which we receive, interpret, analyze, remember and use information about the social world. Also attempts to explain the process of attribution and common errors we often commit in social perception.
The document provides an overview of key concepts in social cognition and social influence from a social psychology course, including:
1) Social thinking and perception involves how people form impressions of and make inferences about others based on verbal and nonverbal cues. Schemas, scripts, and stereotypes influence these automatic impressions.
2) Attribution theory examines how people make causal explanations for events and behaviors. People tend to make internal attributions over external ones due to biases like the fundamental attribution error and actor-observer bias.
3) Social influence and persuasion concepts include priming, framing effects, and biases like self-serving bias that influence how people interpret behaviors and events.
The document provides an overview of an introductory social psychology lecture. It covers key topics such as social cognition including attitudes and attributions; social influence including conformity and obedience; and social relationships including prejudice, aggression, and altruism. Video examples and classic studies are discussed to illustrate important concepts and findings in social psychology.
This document discusses professionalism and virtues for white collar jobs. It emphasizes developing a 360 perspective, maturity in judgment, and serving public welfare. Branded unprofessionalism includes dropping commitments, blaming others, assaulting senses, and abandoning workers. Professional ideals are defined as being perfect while virtues represent high moral standards. Theories of virtue include attaining harmony and truthfulness under traditional views, and benefitting the public good and individuals under modern views. Professional responsibility encompasses virtues like commitment, justice, generosity, integrity, and teamwork.
This document summarizes a presentation about the importance of social competence for people with disabilities or mental health problems. It discusses how social competence is key to someone's functioning and ability to achieve goals. It provides definitions of social competence from various sources and describes aspects of social competence, such as communication skills and social skills, that are important for daily living. The document discusses how social competence can be observed and trained through projects and gives perspectives from someone with disabilities on how social competence is important not just for the individual but how others must also show respect.
This document discusses potential reasons for cross-cultural misunderstandings in communication and ways to prevent them from escalating into conflicts. The three main reasons are language differences, different communication styles, and non-verbal misinterpretation between cultures. To address these issues, the document recommends using translation, learning foreign languages, accurately interpreting messages and discussing cultural norms, and understanding cultural differences in non-verbal gestures. Preventing misunderstandings requires being open-minded, listening carefully, and respecting other cultures.
This document discusses cognitive learning theory and several theorists who contributed to its development. It explains that cognitive learning involves processing information through senses like seeing, hearing, and touch. Theorists mentioned include Allan Paivio, who discovered dual coding theory of verbal and visual information processing, and Robert Gagne, who identified five types of learning outcomes and nine instructional events. Charles Reigeluth proposed elaboration theory, which advises teaching basic information before more complex details. The document also provides examples of how teachers and students can apply cognitive learning principles.
How ancient Chinese Classics, Great Learning, remains relevant in modern information security profession. This presentation will show side by side of what was true back in 400 BC, can also apply to modern day 21st Century. It is also the first book on MaaS (Management as a Service).
大學的三綱跟(ISC)2和SAN的守則沒有什麼不同。
十資安域和技術信息的知識是對於信息安全專業有必要地。但個人的道德標準是有預期但不多指示、只要按照各種法律/裁決像HIPAA、SOX、GLBA、安全港等就算了。
我相信大學是信息安全(InfoSec)專業倫理有用的指南。
Attribution theory describes how managers make judgments about employees' job performance. Managers may be biased in their judgments due to selective perception, only focusing on certain traits. The halo effect causes them to judge employees based on one characteristic. Contrast effects occur when employees are judged based on comparisons to others. Stereotyping involves making judgments based on group membership rather than individual attributes. Managers can avoid biases by gathering diverse information, understanding causes of outcomes, and focusing on employee development rather than just results.
1. Morality can be understood in five levels - as law to follow, inner conviction, love for others, personal growth, and social transformation.
2. Ultimately, morality is about co-existence and living with others through acceptance, understanding what it means to be human, freedom, faith, salvation, and human dignity.
3. In Christianity, morality presupposes a relationship with God - it is a response to God as a person rather than obedience to laws, and recognizes that serving God and moral conduct cannot be separated.
the presentation is about eq n iq which plays a very crucial role at the workplace environment.if u like it leave a comment too. i hope, this ppt will be some help to u.
This document discusses attribution theory and common errors in attribution. It begins with warm-up questions about successes and failures. It then defines attribution as how people explain behaviors and events. Two types of attribution are discussed: situational vs. dispositional. Common errors in attribution are explained, including the fundamental attribution error of overemphasizing dispositional factors and underestimating situational influences. Research studies are described that demonstrate these errors, such as overestimating the intelligence of someone in a position of authority. The document concludes with a discussion of the self-serving bias and how attribution differs across cultures.
The document discusses attribution theory, which suggests that when observing behavior, people attempt to determine whether the cause was internal or external to the individual. It also discusses factors that influence perception like the perceiver, target, and situation. Attribution can be internal/dispositional, meaning due to personal factors, or external/situational, meaning due to outside influences. Attributions can also be stable, referring to fixed traits, or unstable, referring to temporary factors. The document outlines how attribution theory relates to topics like attributional style, perception, role perception, performance, and selective perception.
The document discusses Weiner's attribution theory model for explaining reasons for success and failure. It explains the attribution process involves identifying the outcome, making a causal attribution, and experiencing emotions and expectations that influence future motivation and behavior. The model includes dimensions of locus (internal vs. external), stability (stable vs. unstable), and control (within vs. outside the performer's control). An example is given of an athlete attributing a penalty miss to low ability, an internal, stable factor outside their control, leading to decreased motivation.
The document discusses social identity theory and stereotypes. It provides an overview of social identity theory, describing how individuals derive self-esteem from membership in social groups and compare their in-groups favorably to out-groups. It summarizes several classic studies on social identity theory and stereotypes, including Tajfel's minimal group experiments showing in-group favoritism and Cialdini's research on "basking in reflective glory." It also evaluates social identity theory, noting strengths like explaining in-group favoritism and limitations like not fully explaining why in-group favoritism can lead to violence toward out-groups.
The document is a presentation on sensation and perception in psychology. It defines sensation as the simple experience received through the senses, while perception involves higher-level cognitive processing to interpret sensations and derive meaning. It discusses the different types of sensations based on the senses, as well as factors that influence perception like similarity, proximity, and mental sets. The document also distinguishes between illusions, which involve mistaken perceptions but are still related to a real stimulus, and hallucinations, which involve perceiving something without an external stimulus being present.
This document discusses various theoretical perspectives on human behavior that are relevant for social work professionals. It covers key concepts from different theories like systems theory, conflict theory, rational choice theory, and psychodynamic theory. It also outlines criteria for evaluating theories and discusses how theories can be used to guide social work practice interventions. The document emphasizes that theories provide frameworks for understanding human behavior and that scientific knowledge of theories and research is an important ingredient for doing social work.
Social psychology is defined as the study of how individuals think, feel, and behave in relation to other people and social situations. It examines three main areas: social thinking (attitudes, attributions), social influence (conformity, obedience), and social interaction (relationships). Social psychology can be applied in various domains to improve motivation, leadership skills, communication abilities, decision making, memory, productivity, health, and more. It provides insights into social influence, cognition, and interaction that are useful for understanding human behavior.
Providing Social and Emotional Support to High Need, Urban Students. Special emphasis on Restorative Justice Techniques. Presented by AmeriCorps CCPA Member Stephanie Fong. May 3, 2013.
This document discusses several topics related to organizational behavior and personal behaviors in organizations. It covers biographical characteristics, abilities, personality development theories, attitudes, factors influencing attitudes, types of attitudes, perception, job satisfaction, and results of job satisfaction. Specifically, it defines attitudes and their components, discusses Maslow's hierarchy of needs theory, lists factors influencing attitudes, and notes that job satisfaction is related to challenging work, equitable rewards, supportive conditions, and personality fit.
This document discusses factors that influence individual behavior. It identifies personal factors like age, education, abilities, and emotional intelligence. Environmental factors discussed include economic, cultural, ethical, and political influences. Organizational systems and resources discussed are facilities, structure, leadership, and rewards. Psychological factors like personality and perceptions also shape behavior. The document provides examples of how these various factors interact to determine an individual's behavior.
Life skills education aims to help students develop skills in areas like thinking, social interaction, and self-management. It covers 11 core skills: strong beliefs, decision making, critical thinking, creative thinking, communication, self-awareness, stress management, empathy, relationships, emotion handling, and problem solving. The document argues that life skills education contributes to students' well-being and prepares them for challenges in a changing world by enhancing abilities like stress management, decision making, and relationship building.
Behaviour change is a complex process influenced by numerous factors at the individual and societal levels. There are several key stages in the process:
1) Knowledge and awareness of the issue and potential solutions.
2) Developing positive attitudes and intentions to change behaviour.
3) Translating intentions into action through skills development and addressing environmental barriers.
4) Maintaining changed behaviours over time with support.
Successful behaviour change interventions identify relevant target populations, goals, and influencing factors to design strategies addressing where individuals and groups are along the continuum from unaware to actively maintaining new behaviours.
The document discusses the roles of a college counsellor in providing life skills training and study skills training to students. It defines life skills as capabilities that empower young people to make positive decisions and develop healthy relationships and lifestyles. Some key life skills discussed are self-awareness, decision making, problem solving, effective communication and coping with stress. Study skills discussed include time management, note taking, active participation and effective reading strategies. The document also covers counsellors providing training to develop students' overall personalities by enhancing traits like responsibility, consideration, humility and empathy.
This document is a presentation on emotional intelligence given by Melkam Andargie at Dilla University College of Health Science and Medicine. The presentation discusses the origins and theories of emotional intelligence, including ability-based, trait-based, and mixed models. It covers the relationship between emotional intelligence and leadership, describing how emotional intelligence competencies relate to different leadership styles. The presentation provides ways to improve emotional intelligence through self-reflection, feedback, and practicing emotional skills.
ME290Global Engineering Professional SeminarGlobalizat.docxendawalling
ME290
Global Engineering Professional Seminar
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Lecture-1
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Globalization the process by which
businesses or other organizations
develop international influence or
start operating on an international
scale.
Cultures
• Culture is the dominant set of behaviors, values,
beliefs, and thinking patterns we learn as we grow and
develop in our social groups.
In all but one of the following countries it is expected that
you bring a gift to a business meeting. In which country is it
not expected?
A. China B. Czech Republic
C. Japan D. Denmark
The correct answer is D. Denmark
Which of the following is associated with dead and should
not be given as a gift in the Chinese culture?
A. Clocks B. Straw sandals
C. Handkerchief D. Crane
The answer is - All of the above!
Typical Dimensions of Culture
Tree Model of CULTURE
Surface Culture
Deep Culture
Language
Dress
Art & Music
Food
Gestures Formality
Gender Roles
Religion
Holidays
Personal Space
Communication & Learning Styles
Time
Methods of Decision Making
Relationships
Attitudes
Work Ethic
Negotiating Styles
Values
Cultural Differences
Some main indicators of cultural differences are:
•Behavioral patterns: appearance vs. reality
•Non-verbal behavior: Gestures, signs, mimics
•Distance behavior: personal space vs. closeness
Behavioral Pattern
•If we don’t know anything about other cultures, we
tend to use stereotypes as our knowledge base –
Is this a right approach?
•What are stereotypes?
•Negative labeling of a certain group or culture
based on the actions and/or appearances of a
few individuals.
Non-Verbal Behavior
• Understood as the process of communication through
sending and receiving wordless messages.
• Language is not the only source of communication;
there are other means, including:
• Gestures and touch
• Body language or posture, facial expression and eye contact
• Object communication such as clothing, hairstyles or even
architecture and symbols
• Problems and conflicts can occur when expressing
gestures or facial expressions in other cultures –
messages can often be misinterpreted.
Distance Behavior
• The right personal distance when conducting business
shows respect and acceptance.
• Too much distance gives the impression of dislike and
discomfort.
• Too little will make the person draw back.
Diversity & Inclusion
Diversity refers to differences (such as age, gender,
ethnicity physical appearance, thought styles, religion,
nationality, socio-economic status, belief systems etc.)
Inclusion refers to the creation of opportunities and the
elimination of barriers that allow all people to
participate in and contribute to ideation, planning,
projects, programs, processes, teams, organizations,
social activities, fun or any other opportunity that hel.
ME290Global Engineering Professional SeminarGlobalizat.docxjessiehampson
ME290
Global Engineering Professional Seminar
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Lecture-1
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Globalization the process by which
businesses or other organizations
develop international influence or
start operating on an international
scale.
Cultures
• Culture is the dominant set of behaviors, values,
beliefs, and thinking patterns we learn as we grow and
develop in our social groups.
In all but one of the following countries it is expected that
you bring a gift to a business meeting. In which country is it
not expected?
A. China B. Czech Republic
C. Japan D. Denmark
The correct answer is D. Denmark
Which of the following is associated with dead and should
not be given as a gift in the Chinese culture?
A. Clocks B. Straw sandals
C. Handkerchief D. Crane
The answer is - All of the above!
Typical Dimensions of Culture
Tree Model of CULTURE
Surface Culture
Deep Culture
Language
Dress
Art & Music
Food
Gestures Formality
Gender Roles
Religion
Holidays
Personal Space
Communication & Learning Styles
Time
Methods of Decision Making
Relationships
Attitudes
Work Ethic
Negotiating Styles
Values
Cultural Differences
Some main indicators of cultural differences are:
•Behavioral patterns: appearance vs. reality
•Non-verbal behavior: Gestures, signs, mimics
•Distance behavior: personal space vs. closeness
Behavioral Pattern
•If we don’t know anything about other cultures, we
tend to use stereotypes as our knowledge base –
Is this a right approach?
•What are stereotypes?
•Negative labeling of a certain group or culture
based on the actions and/or appearances of a
few individuals.
Non-Verbal Behavior
• Understood as the process of communication through
sending and receiving wordless messages.
• Language is not the only source of communication;
there are other means, including:
• Gestures and touch
• Body language or posture, facial expression and eye contact
• Object communication such as clothing, hairstyles or even
architecture and symbols
• Problems and conflicts can occur when expressing
gestures or facial expressions in other cultures –
messages can often be misinterpreted.
Distance Behavior
• The right personal distance when conducting business
shows respect and acceptance.
• Too much distance gives the impression of dislike and
discomfort.
• Too little will make the person draw back.
Diversity & Inclusion
Diversity refers to differences (such as age, gender,
ethnicity physical appearance, thought styles, religion,
nationality, socio-economic status, belief systems etc.)
Inclusion refers to the creation of opportunities and the
elimination of barriers that allow all people to
participate in and contribute to ideation, planning,
projects, programs, processes, teams, organizations,
social activities, fun or any other opportunity that hel.
Good for grade 11 humss student DIASS.pptxcarmenley86
The document discusses the goals and scope of counseling. Some key goals of counseling discussed are enhancing coping skills, improving relationships, facilitating client potential, facilitating behavior change, and promoting decision-making. Counseling aims to help clients develop more effective coping mechanisms and interpersonal skills. It also seeks to empower clients and maximize their freedom and ability to function productively within society. The scope of counseling discussed includes individual counseling for issues like depression, relationships, abuse recovery and more. It also covers marital, pre-marital, and family counseling to address dynamics, communication, parenting patterns and other relational issues.
The document discusses mindfulness and its benefits for personal resilience. It describes that mindfulness involves paying attention to the present moment non-judgmentally. Practicing mindfulness can help develop cognitive agility, emotional resilience, and self-awareness. It allows one to gain a broader perspective and choose effective responses despite challenges. Research shows mindfulness can change the brain and body for improved physical, mental and emotional health. It can enhance focus, creativity, and relationships for both personal and professional benefits. The document provides examples of incorporating mindfulness into daily activities.
Eduardo Chaves argues that new mindsets are needed to effectively address global challenges like climate change and that education is key to developing these mindsets. However, education must look beyond single issues and instill a systemic, global perspective in students. It should help students see problems from a worldwide citizen perspective rather than from the perspective of their own nation. Chaves believes the solutions to major issues will come not just from governments but from networks of governments, businesses, NGOs, and individuals working together with this transformed global mindset.
1) Social guidance aims to help students develop social skills and qualities to enable them to adapt to their environment and contribute to society.
2) Psychological guidance uses psychological principles to promote well-being, mental health, and positive development for individuals, families, groups and communities.
3) Both social and psychological guidance address issues like health, emotional adjustment, social adjustment, and help developing values and philosophy of life. They provide strategies and assistance for dealing with social and personal problems.
Ethical reasoning: decision science, biases, and errorsJohn Gavazzi
The workshop explores ways to teach ethical reasoning using decision science, cognitive errors, and biases as part of being human. Categories include: the need to act fast, too much information, insufficient evidence, faulty memory processes, and tribal knowledge.
Difference between mental disabilities and mental disorders 8khalid mansour
This document discusses developmental disorders and what is done at the Priory Cefn Carnau facility. It covers the differences between developmental disorders and mental disorders, focusing on things like baseline functionality and potential for recovery. It then outlines the processes at Cefn Carnau, including assessment of patients, criteria for admission, principles of care like a multidisciplinary approach, treatments, risk management, and considerations for discharge.
The document discusses concepts and interventions for promoting mental health. It defines mental health promotion as focusing on enabling positive mental health at the population level by building competencies, resources, and strengths. The need for mental health promotion is explained by its role in prevention, treatment, and rehabilitation. Effective implementation requires sound theory, training, evaluation, and fidelity across settings. Proven interventions discussed include life stage interventions, community interventions, resilience training, and the Triple P positive parenting program.
Research + Psychology = Magic How to Plan and Analyze Research with the COM-...UXPA Boston
The document discusses using a COM-B model of behavior change to plan and analyze a research study aimed at improving construction worker safety. It outlines how to use the COM-B model to assess whether workers have sufficient capability, opportunity, and motivation to follow proper safety protocols based on interviews and observations. The results will then inform the development of an interactive safety training course to target behaviors in each area of the COM-B model in order to change behaviors and improve outcomes.
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...Donc Test
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler Community Health Nursing A Canadian Perspective, 5th Edition TEST BANK by Stamler Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Study Guide Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Studocu Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Course Hero Community Health Nursing A Canadian Perspective, 5th Edition Answers Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Course hero Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Studocu Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Study Guide Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Ebook Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Questions Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Studocu Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Stuvia
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
2. Motivation & Social Processing Goals
• Personal Goals
• Emotion as a Processing Goal
• Cognitive Style as a Processing
Goal
3. Motivation & Social Processing Goals
Personal Goals
• Goals change during development:
• Young Adults = Achievement
• Middle Age = Balance
• Functioning Independently
• Sharing w Others
• Older Adults = Reevaluation
• Selective Optimization with
Compensation
4. Motivation & Social Processing Goals
Personal Goals
• Priorities Shift = Goals Change
• Memory / Obstacle Course Study
(Li, Lindenberger, Freund, & Baltes, 2001)
• Resource investment choice:
• Younger = Maximum performance
• Older = Maintain Status Quo
5. Motivation & Social Processing Goals
Emotion as a Processing Goal
• Socioemotional Selectivity with Aging
(Carstensen & Fried, 2012)
• Motivational Model
• Older = Emphasize Emotional Goals
• Avoid Negative
• Focus on Positive
• Decision, Memory, Attention &
Impression Formation Studies
6. Motivation & Social Processing Goals
Cognitive Style as a Processing Goal
• Cognitive Style: how we approach
solving problems
• Need for Closure = Decisive Answer
and little tolerance for ambiguity
• Studies show it affects older adults
but not young and middle aged adults
(Hess, Waters, and Bolstad, 2000)
• Conserves resources
8. Personal Control
Multidimensionality
• What is Personal Control?
• Effort = Outcome
• Guides behavior / well-being
• Role in memory, depression,
adjustment to and survival in
institutions
• Multidimensional
• Perceived Control Study
(Grob, Little, and Wanner, 1999)
9. Personal Control
Control Strategies
• Brandstadter’s Theory of Control - 3 Interdependent Processes:
1. Assimilative Activities – prevent/alleviate losses in personally relevant domains
2. Accommodations – readjust goals to neutralize negative self-evaluations
3. Immunizing Mechanisms – alter self-discrepant evidence
10. Personal Control
Control Strategies
• Heckhausen & Schulz Control as Motivational System
• Primary Control – Action applied to external world
• Secondary Control – Cognitive activities directed at the self
• What if you lost your job / income?
• Primary Control Strategies?
• Secondary Control Strategies?
• Which strategy is more adaptive / valuable?
11. Personal Control
Control Strategies
• What happens as we grow older?
• Childhood – Middle Age (Primary Controls increase then stabilize)
• Middle Age – Old Age (Secondary Controls increase)
• How do control strategies and beliefs affect emotional well-being?
• Important to positive / negative well-being – Life-stage Differences
• Young–Middle Age - How we compensate for failure
• Older Adults – How everyday demands are mastered
• All Ages – Planning for future = Satisfaction
12. Personal Control
Control Strategies
• Criticism of Primary Control
• Life-cycle Not Coping with Blocked
Goals (Carstensen and Freund, 1994)
• Western Cultural Bias
• Asian Cultures – Interdependence
with Others (Gould, 1999)
13. Social Situations & Social Competence
• Collaborative Cognition
• Social Context of Memory
• Social Policy Implications
14. Social Situations & Social Competence
Collaborative Cognition
Collaborative Cognition: 2+ people working together on cognitive task
• Performance improves with a collaborative context
• Recall
• Problem solving
• Planning & Decision-making
• Pitfalls of Collaboration
• Selfishness, honesty, and need fulfillment
15. Social Situations & Social Competence
Social Context and Memory
Social Facilitation of Cognition
• Performance improves when task approximates a real-world experience
(Adams et al., 2002)
• Social Context
• Storytelling / Story-recall is better in Older adults
16. Social Situations & Social Competence
Social Policy Implications
Current Social Policy Implications / Improvements for Older Adults
• In the Workplace?
• Health Policies?
• Enhancing treatment of population?
Your Ideas / Other Questions / Concerns?
17. Review Questions that Apply
1. What are the results of Adams et al.’s study on storytelling?
2. Which factors are important to understanding how older adults process
information?
3. What is Heckhausen et al. theory of personal control development?
4. What does Brandtstadter thinks about cognitive processes?
5. What is collaborative cognition?
6. What are the implicit theories and how does this affects decision making?
We’re going to cover three sub-topics of social cognition. While these are presented in the second half of the text and may draw in part on some of the concepts covered in the first half, those topics will be covered more in depth next week with Kayla’s presentation.
In order to discuss motivation and the social processing of goals as it pertains to adult development and aging, we must first define and understand the personal goals of the individual, the influence of emotion and cognitive style on socially processing those goals.
Across the life span, personal goals change to match our needs:
Young Adults focus on achievement (i.e. pursuing college degree, or career advancement)
In Middle Age we look for balance between functioning independently and sharing our lives with others (i.e. maintaining self-identity while sharing our life with a spouse or children)
As we become Older Adults we continue to balance our personal goals, but also tend to reevaluate the importance of that balance:
Selective Optimization with Compensation theory posits that development occurs as we continuously update our personal goals to match our appraisal of available resources to obtain those goals, choosing manageable goals based on our interests as well as physical and cognitive strengths and limitations. As we grow older our limitations become more salient and require us to reevaluate our interests. There is a shift toward physical health and socio-emotional domains.
As priorities shift, goals for the same event may be perceived differently by older and younger adults:
In a study designed to examine how younger and older adults prioritize how they want to perform in a dual-task situation, both young and older adults were asked to memorize a list of words while simultaneously maintaining their balance as they walked through an obstacle course.
When given the choice, older adults chose to forgo aids to improve their memory (e.g. lists) and instead chose to use aids designed to optimize walking performance (e.g. handrail). When deciding what was more important to them, memory performance vs. balance, older adults displayed a preference for their physical safety even if it meant they would perform badly on the cognitive test (which they did).
While younger adults are motivated to achieve maximum performance, older adults prefer to maintain steady performance by optimizing their current resources rather than risking loss with unknown strategies.
Theory of Socioemotional Selectivity with Aging maintains that emotional goals become increasingly important and salient as we grow older.
It is primarily a motivational model, which posits that the degree to which an individual construes time as limited or expansive leads to the ranking of emotional or knowledge-seeking goals as high in priority, respectively. Given limited time left in the life span, older adults may be more motivated to emphasize emotional goals and aspects of life.
Various studies suggest that older adults avoid negative information and focus more on positive information when making decisions and judgments and when remembering events:
when shown a series of images, older adults remember more positive images than negative ones;
when measuring attention to stimuli, older adults allocate less attention to negative stimuli;
and older adults are found to be more influenced by negative information when forming impressions.
Another type of motivational goal that can influence our thinking comes from our cognitive style, or how we approach solving problems.
People with a high need for closure prefer order and predictability, are uncomfortable with ambiguity, are closed-minded, and prefer quick and decisive answers
Research on this construct has resulted in the development of questionnaires such as the Need for Closure scale and the Personal Need for Structure scale
Hess and colleagues argue that changes in resources with aging (e.g. decline in working memory) may lead to an increase in a need for closure with age. This can lead to biases in the way in which older adults process social information.
Hess and colleagues found that high need for closure did not influence susceptibility to emotional priming influences on neutral stimuli of young and middle-age adults; however, priming effects increased with higher need for structure in older adults. In other words, older adults with a high need for closure could not inhibit the affects of an emotional prime (e.g. a subliminally presented negative word) on their subsequent behavior (e.g. whether they liked or disliked an abstract figure)
Because of age-related changes in personal resources (social and cognitive), motivational factors such as coming to quick and decisive answers to conserve resources becomes important to the aging adult.
Next we’ll discuss the sub-topic of Personal Control, its multidimensionality, control strategies, and some of the criticism regarding primary control.
Personal control is the degree to which one believes that performance depends on something one does. (effort = outcome)
We’ve learned that personal control is important in a wide variety of settings because of the way in which it guides behavior and relates to well-being.
Evidence suggests that personal control plays a role in memory performance, intelligence, depression, and in adjustment to and survival in institutions. We’ve learned that people develop several strategies concerning personal control in order to protect a positive self-image.
The general consensus about personal control is that it is multidimensional: meaning one’s sense of control depends on which domain, such as intelligence or health, is being assessed. Age differences in the degree of personal control depend on the domain being studied.
The perceived control study done by Grob, Little, and Wanner, in 1999 found an increase for perceived control for social (harmony within a close relationship) and personal (personal appearance) issues up to early middle age, and thereafter there was a general decline into old age. However, perceived control over societal (natural environment) issues was low across the adult life span, with a slight decrease in older adulthood.
A number of theoretical approaches examine control-related strategies:
Brandtstadter proposes that the preservation and stabilization of a positive view of the self and personal development in later life involve three interdependent processes:
First, people engage in assimilative activities that prevent or alleviate losses in domains that are personally relevant for self-esteem and identity (e.g. people may use memory aids more if having a good memory is an important aspect of self-esteem).
Second, people make accommodations and readjust their goals and aspirations as a way to lessen or neutralize the effects of negative self-evaluations in key domains (e.g. if a person notices that the time it takes to walk a mile at a brisk pace has increased, then the target time can be increased to help lessen the impact of feelings of failure).
Third, people use immunizing mechanisms that alter the effects of self-discrepant evidence (e.g. a person who is confronted with evidence that his or her memory performance has declined can look for alternative explanations or simply deny the evidence in order to be less effected).
Similarly:
Heckhausen & Schulz view control as a motivational system that regulates human behavior over the life span, in other words, individuals’ ability to control important outcomes:
Like Brandstadter’s assimilative activities, primary control involves bringing the environment into line with one’s desires and goals. Action is directed toward changing the external world.
Like Brandstadter’s accommodation, secondary control involves bringing oneself in line with the environment. It typically involves cognitive activities directed at the self
What if you lost your job and, and with it your income?
Primary control strategies would involve searching for another job – changing the environment so you once again have steady income.
Secondary control strategies might involve appraising the situation in terms of how you really did not enjoy that particular job and something different is better for you anyway.
An important part of this theoretical perspective is that primary control has functional primacy over secondary control. Primary control allows people to shape their environment to fit their goals and developmental potential. The major function of secondary control is to minimize losses or expand levels of primary control.
Heckhausen & Schulz believe control strategies have important implications for aging. What do you think happens as we develop and decline?
In childhood they find that much development is directed at expanding the child’s primary control potential.
They predict stability in primary control striving through most of adult life.
As we enter old age the maintenance of primary control increasingly depends on secondary control processes (interdependence). This is due to threats to primary control as a function of biological decline. Research shows that secondary control does indeed increase with age.
How control strategies affect our emotional well-being is important. As you might guess studies suggest that control beliefs are important contributors to both positive and negative well-being. But it does vary with life-stage:
For young and middle-aged adults, a strong sense of control relates to how we compensate for failure (e.g. we can overcome this momentary failure)
Older adults focus a sense of control on how to master everyday demands.
For all age groups, planning for the future enhances one’s sense of perceived control, and in turn relates to high life satisfaction.
The whole notion of increases in accommodative strategies and secondary strategies in older age is not without criticism:
Carstensen and Freund (1994) question whether losses people experience, though real, actually threaten the self. They argue that age-related changes in goals could also be the result of natural movement through life-cycle, not simply of coping with blocked goals.
Additionally there is much criticism regarding a bias toward Western cultures, that these findings may not exist in other cultures.
Stephen J. Gould suggest that in collectivist societies such as those found in Asia, the emphasis is not on individualistic strategies like those found in primary control theory. Instead, the goal is to establish interdependence with others, to be connected to them and bound to a larger social institution. In fact, throughout adulthood, Asian cultures exceed Western cultures in levels of secondary control and emotion-focused coping.
There is a growing interest in how the social context might affect the various domains of development and aging. This section will examine two approaches to this issue: collaborative cognition and the social context of memory. Finally we’ll consider the implications of social policy.
Collaborative Cognition is simply when two or more people work together on a cognitive task.
Current research shows that collaborative cognition enhances older adults’ performance on a variety of memory and problem-solving tasks, thus serving a very important adaptive function for older adults.
Specifically, when older adults collaborate on story recall as well as problem-solving performance, they do better than older adults individually.
In fact older married couples performed just as well on recall tasks as younger couples. (They know each other well and are able to utilize their facilities effectively).
Also there is evidence that collaboration helps with everyday activities like errand running, planning outings or vacations, and making decisions.
There are some costs to collaboration however:
There is the potential for selfishness, withholding of one’s honest opinion, and not meeting the other partner’s needs.
The second approach to identifying conditions under which social facilitation of cognition in older adults occurs is in examining contextual variables that influence memory performance.
Cynthia Adams argues that memory performance is influenced when the task approximates a real-world learning and social memory experience.
(e.g. Because the transmission of sociocultural information to a younger generation is a relevant real-world cognitive task, the older adult is motivated to communicate effectively. Therefore, they do better at recall even when asked to imagine this situation rather than simply being asked to recall story details in a typical lab setting).
This demonstrates the importance of taking into consideration the social context of a task situation when examining change in cognitive functioning as we grow older.
The research and approaches on social cognition reviewed here emphasize why it is important to consider social factors to explain cognitive functioning in older adulthood.
By considering these factors we can explore the conditions under which older adults flourish and the conditions where we need to focus aid and attention.
This has important policy implications with respect to how we treat older adults in the workforce, establishing health policies, and enhancing the treatment of our older adult population.
Considering what we’ve discussed today, can anyone identify how our social policy might be improved or what aspects of social cognition might benefit from further investigation?
Workplace: group assignments – change context – realize necessity of secondary control
Health Policies: alter nursing home to be more like group living
Treatment: encourage multi-generational interdependence (family help)
Or are there any questions about the material I can try to answer for you?