This summary provides the key points from the document in 3 sentences:
The document discusses a psychology course chapter on social cognition. It covers topics like biases in firsthand and secondhand information, snap judgments of faces, self-fulfilling prophecies, pluralistic ignorance, and heuristics. The chapter also examines how schemas, framing effects, confirmation bias, and priming influence how people seek and process social information.
A group is defined as two or more people who interact and influence one another. Groups meet various human needs such as affiliation, achievement, and social identity. The presence of others can strengthen dominant responses through social facilitation or cause poorer performance if it induces evaluation apprehension. Groups can also intensify pre-existing opinions through group polarization as discussion amplifies the average member tendency. However, groupthink can cause poor decision-making if the group is cohesive, isolated, and has a directive leader as it leads to closed-mindedness and failure to consider alternative viewpoints or warnings.
Cognitive behavior approach to psychopathologyPhi Lo
Cognitive behavioral therapy (CBT) is an effective treatment for psychopathology according to research. Meta-analyses show large effect sizes for CBT in treating various disorders like depression and anxiety. CBT is more cost-effective than medication and lowers relapse risk after treatment ends compared to antidepressants alone. While medication and CBT are both effective, combining the two may produce the best outcomes for severe depression.
Stress is what you feel when you have to handle more than you are used to. When you are stressed, your body responds as though you are in danger. It makes hormones that speed up your heart, make you breathe faster, and give you a burst of energy.
I/O psychology applies psychological principles and research methods to understand and improve the workplace. I/O psychologists work in various settings like universities, private companies, government, and consulting firms. Their activities include job analysis, employee selection and training, organizational development, and research. The goal is to enhance organizational effectiveness and individual well-being using both scientific inquiry and practical application.
This document discusses stress, its causes and effects, and strategies for managing stress. It defines stress as the reaction people have to excessive pressure, and classifies stress into short-term acute stress and long-term chronic stress. The effects of stress can be physical, emotional, behavioral, and cognitive in both the short-term and long-term. Stress management strategies include awareness, organization, visualization, avoiding procrastination, being realistic, self-care like sleep, diet and exercise. Unhealthy coping mechanisms are also discussed, as well as the advantages of effective stress management.
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 provides an overview of abnormal psychology and the treatment of mental disorders. It defines abnormal psychology as the scientific study of mental disorders, their classification, causes, diagnosis, and treatment. Mental disorders are categorized according to diagnostic manuals like the DSM-IV which classify disorders and describe symptoms. Treatments discussed include psychotherapy, behavior therapy, cognitive therapy, group therapy, biomedical therapies like medication and ECT, and hospitalization.
The biopsychosocial model views health and illness as influenced by multiple interacting factors including biological, psychological, and social factors. It posits that biological events have psychological and social impacts, and vice versa. The model was first proposed by psychiatrist George Engel in the 1970s as an alternative to the biomedical model. While widely adopted, some critics argue it lacks clarity and promotes an artificial distinction between biological and psychological factors.
A group is defined as two or more people who interact and influence one another. Groups meet various human needs such as affiliation, achievement, and social identity. The presence of others can strengthen dominant responses through social facilitation or cause poorer performance if it induces evaluation apprehension. Groups can also intensify pre-existing opinions through group polarization as discussion amplifies the average member tendency. However, groupthink can cause poor decision-making if the group is cohesive, isolated, and has a directive leader as it leads to closed-mindedness and failure to consider alternative viewpoints or warnings.
Cognitive behavior approach to psychopathologyPhi Lo
Cognitive behavioral therapy (CBT) is an effective treatment for psychopathology according to research. Meta-analyses show large effect sizes for CBT in treating various disorders like depression and anxiety. CBT is more cost-effective than medication and lowers relapse risk after treatment ends compared to antidepressants alone. While medication and CBT are both effective, combining the two may produce the best outcomes for severe depression.
Stress is what you feel when you have to handle more than you are used to. When you are stressed, your body responds as though you are in danger. It makes hormones that speed up your heart, make you breathe faster, and give you a burst of energy.
I/O psychology applies psychological principles and research methods to understand and improve the workplace. I/O psychologists work in various settings like universities, private companies, government, and consulting firms. Their activities include job analysis, employee selection and training, organizational development, and research. The goal is to enhance organizational effectiveness and individual well-being using both scientific inquiry and practical application.
This document discusses stress, its causes and effects, and strategies for managing stress. It defines stress as the reaction people have to excessive pressure, and classifies stress into short-term acute stress and long-term chronic stress. The effects of stress can be physical, emotional, behavioral, and cognitive in both the short-term and long-term. Stress management strategies include awareness, organization, visualization, avoiding procrastination, being realistic, self-care like sleep, diet and exercise. Unhealthy coping mechanisms are also discussed, as well as the advantages of effective stress management.
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 provides an overview of abnormal psychology and the treatment of mental disorders. It defines abnormal psychology as the scientific study of mental disorders, their classification, causes, diagnosis, and treatment. Mental disorders are categorized according to diagnostic manuals like the DSM-IV which classify disorders and describe symptoms. Treatments discussed include psychotherapy, behavior therapy, cognitive therapy, group therapy, biomedical therapies like medication and ECT, and hospitalization.
The biopsychosocial model views health and illness as influenced by multiple interacting factors including biological, psychological, and social factors. It posits that biological events have psychological and social impacts, and vice versa. The model was first proposed by psychiatrist George Engel in the 1970s as an alternative to the biomedical model. While widely adopted, some critics argue it lacks clarity and promotes an artificial distinction between biological and psychological factors.
Mood disorders are mental health conditions characterized by abnormalities in emotional state. The document discusses several types of mood disorders including unipolar depressive disorder, bipolar disorder, and dysthymic disorder. It provides criteria for diagnosing major depressive disorder and manic episodes. Biological factors like genetics and neurotransmitters as well as psychological and social factors are described as potential causes. Treatments discussed include pharmacotherapy with antidepressants and mood stabilizers, psychotherapy approaches like CBT, and alternative therapies such as ECT, TMS, and light therapy. Overall outcomes are generally good with recovery from episodes within a year though relapses can be reduced with maintenance treatment.
Raymond Cattell was a British-American psychologist known for his research on personality traits using factor analysis. He identified 16 primary personality factors and classified traits as common vs. unique, abilities vs. temperament vs. dynamic, and surface vs. source traits. Cattell's research showed both genetic and environmental influences on personality and proposed six stages of development across the lifespan. He developed the 16 Personality Factor Questionnaire to assess personality traits.
Positive Cognitive States and Processes.pptxAQSA SHAHID
Positive Cognitive States and Processes:Resilience•Resilience-Thecapacitytowithstandexceptional stresses and demands without developing stress-related problems.
Sigmund Freud and The Psychoanalytic Therapy 101Russell de Villa
Pretty much a 'simple' presentation showing the concept of Freud's Psychoanalytic Theory and a couple of techniques that come along with it. Used only for more 'advanced' learners in the field of Psychology.
This was presented on my Masteral Class on the subject: Seminar on Group Counseling and Psychotherapy. Feel free to edit, add your info, and even tweak the presentations to your desire.
Side-note: Pictures seen in the presentation are from artists from DeviantArt, Credit goes to all of them.
This document provides an introduction to personality theory, outlining key concepts such as personality, traits, characteristics, and theories. It defines personality as a pattern of relatively permanent traits and unique characteristics that give consistency and individuality to a person's behavior. Theories are described as sets of related assumptions that allow scientists to logically deduce testable hypotheses. The document also discusses why theories differ, what makes a theory useful, and how each theorist has an implicit concept of humanity.
Raymond Cattell developed a structure-based systems theory of personality. He believed personality could be studied objectively and quantitatively through factor analysis. Cattell identified 16 source traits that he believed made up personality, which could be grouped into 5 second-order factors including extraversion, anxiety, tough-mindedness, independence, and self-control. Cattell's theory analyzed both hereditary and environmental influences on personality development across the lifespan. He also explored abnormal personality through concepts like neurosis and psychosis. Cattell developed various assessment methods and theoretical constructs to organize, explain, and predict human behavior.
The document discusses stress, its causes and effects, and provides strategies for managing stress. It defines stress and identifies major sources like environmental, physiological, socio-cultural and cognitive factors. It also outlines negative and positive effects of stress. The document recommends developing knowledge, skills, objectives and social support to cope with stress and advises positive coping strategies like problem solving, utilizing support systems and maintaining a positive outlook.
This document defines and describes several types of psychological disorders, including anxiety disorders, mood disorders, personality disorders, schizophrenia, delusional disorder, substance use disorder, dissociative disorders, and impulse control disorder. It discusses characteristics, causes, and symptoms of these conditions. Key topics covered include types of anxiety like generalized anxiety disorder, phobias, obsessive-compulsive disorder, and post-traumatic stress disorder; bipolar disorder and depressive disorders; criteria for personality disorders; positive and negative symptoms of schizophrenia; and characteristics of dissociative amnesia and depersonalization disorders.
Personality refers to an individual's characteristic patterns of thought, emotion, and behavior. It arises from both genetic and environmental factors. Personality can be measured through self-report surveys and observer ratings to provide insight into hiring, job fit, and workplace behavior. Common personality traits include the "Big Five" dimensions of extraversion, agreeableness, conscientiousness, emotional stability, and openness. Additional concepts are locus of control, self-esteem, self-monitoring, and the "Dark Triad" of Machiavellianism, narcissism, and psychopathy. The Myers-Briggs and Big Five models provide frameworks for understanding personality types and traits.
Adlerian theory views human nature positively and believes people can control their own fate. It stresses social interest and understanding a person's lifestyle to analyze their behavior. Early family interactions help shape feelings of inferiority or superiority and one's role in the family constellation. The theory views people as goal-oriented and focused on overcoming feelings of inferiority through social contribution and developing competence. A person's unique experiences and perceptions shape their understanding of reality.
The document discusses clinical assessment and diagnosis in psychopathology. It describes the goals of assessment as understanding how and why a person is behaving abnormally and how they can be helped. Assessment tools should be standardized, reliable, and valid. Clinical interviews and psychological tests are common forms of assessment. Treatment decisions are based on assessment and diagnosis to determine an appropriate treatment plan. Research shows that therapy is generally effective compared to no treatment, and certain therapies are effective for specific disorders.
This document provides an overview of the psychology of personality. It discusses several key aspects:
- Personality arises from both genetic and environmental influences, with genetics accounting for about half the differences between people.
- Temperament refers to innate traits like harm avoidance and novelty seeking, while character comprises traits like self-directedness that develop through socialization.
- Psyche involves consciousness and self-awareness. Personality integrates all three dimensions in a complex adaptive system.
- Several theories are described briefly, including psychodynamic, behaviorist, cognitive, and social-cognitive approaches to understanding personality. Defense mechanisms, reinforcement history, and reciprocal determinism between person and environment are highlighted.
personality traits are "enduring patterns of perceiving, relating to, and thinking about the environment and oneself that are exhibited in a wide range of social and personal contexts." A trait is what we call a characteristic way in which an individual perceives, feels, believes, or acts.
Trait theories are the following
Three trait theory
16 personality factor theory
Universal trait theory
Big five model
HEXACO model
The document discusses signal detection theory and the four main functions of attention: signal detection, selective attention, divided attention, and search. It describes signal detection theory and the four possible outcomes of detecting or not detecting a target stimulus. It then discusses each of the four main functions of attention in more detail, including definitions, theories, and studies related to vigilance, selective attention, divided attention, and visual search. Finally, it discusses attention deficit hyperactivity disorder and its causes and symptoms.
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.
The document discusses cognitive distortions, which are inaccurate or inflated thoughts that can negatively impact one's emotions and behavior. It provides an overview of cognitive distortions, noting they were first developed by Aaron Beck and made popular by David Burns. The document explains cognitive distortions can reinforce negative thinking and problematic states like depression. It states the general solution is to challenge distorted thoughts and replace them with more accurate perspectives. The document then lists and describes 12 specific cognitive distortions.
This document summarizes a presentation on stress management. It defines stress, discusses the signs, causes and effects of stress. It also outlines various stress management techniques. Stress is defined as the body's response to demands placed on it and can have physical, mental and emotional impacts. Common causes of stress include major life events, daily hassles, work and family issues. The presentation provides tips for managing stress such as exercise, relaxation techniques, and time management.
1) The document summarizes research on the nature and sources of prejudice. It defines prejudice as a preconceived negative judgment of a group and its members, supported by stereotypes.
2) Prejudice stems from social sources like social inequalities and socialization, motivational sources like feeling superior to outgroups, and cognitive sources like categorization and perception of distinctiveness.
3) The consequences of prejudice include self-perpetuating stereotypes through confirmation bias, and discrimination that can create self-fulfilling prophecies about the targeted groups.
Physiological psychology connects behavior and mental processes to bodily processes and the functions of the brain. It is also known as biopsychology, psychobiology, physiological psychology, and behavioral neuroscience. There are four categories of biological explanations for behavior: physiological explanations relate behavior to brain and organ activity; ontogenetic explanations describe how behaviors develop based on genes, experiences, and their interactions; evolutionary explanations examine how behaviors evolved over time to enhance survival; and functional explanations appeal to the functions a structure or system has. The goal is to understand biology's relationship to psychological issues.
The document outlines the Ethical Principles of Psychologists and Code of Conduct. It discusses 5 general principles that guide psychologists, including beneficence, fidelity, integrity, justice, and respecting rights. It then describes 10 standards related to resolving ethics issues, competence, relationships, privacy, advertising, record keeping, education, research, assessment, and therapy. Key aspects of standards around privacy, record keeping, informed consent, and limits of confidentiality in therapy are highlighted.
SOCIAL PSYCH INTRO (Psych 201 - Chapter 1 - Spring 2014)Melanie Tannenbaum
The document provides an introduction to a social psychology course, including:
1) An overview of the course syllabus, assignments, and grading policy.
2) A discussion of key concepts in social psychology like the power of the situation and proximal vs distal influences on behavior.
3) Examples of how social psychology can provide insight into everyday behaviors and pop culture through an exploration of course topics like judgment and decision making.
Mood disorders are mental health conditions characterized by abnormalities in emotional state. The document discusses several types of mood disorders including unipolar depressive disorder, bipolar disorder, and dysthymic disorder. It provides criteria for diagnosing major depressive disorder and manic episodes. Biological factors like genetics and neurotransmitters as well as psychological and social factors are described as potential causes. Treatments discussed include pharmacotherapy with antidepressants and mood stabilizers, psychotherapy approaches like CBT, and alternative therapies such as ECT, TMS, and light therapy. Overall outcomes are generally good with recovery from episodes within a year though relapses can be reduced with maintenance treatment.
Raymond Cattell was a British-American psychologist known for his research on personality traits using factor analysis. He identified 16 primary personality factors and classified traits as common vs. unique, abilities vs. temperament vs. dynamic, and surface vs. source traits. Cattell's research showed both genetic and environmental influences on personality and proposed six stages of development across the lifespan. He developed the 16 Personality Factor Questionnaire to assess personality traits.
Positive Cognitive States and Processes.pptxAQSA SHAHID
Positive Cognitive States and Processes:Resilience•Resilience-Thecapacitytowithstandexceptional stresses and demands without developing stress-related problems.
Sigmund Freud and The Psychoanalytic Therapy 101Russell de Villa
Pretty much a 'simple' presentation showing the concept of Freud's Psychoanalytic Theory and a couple of techniques that come along with it. Used only for more 'advanced' learners in the field of Psychology.
This was presented on my Masteral Class on the subject: Seminar on Group Counseling and Psychotherapy. Feel free to edit, add your info, and even tweak the presentations to your desire.
Side-note: Pictures seen in the presentation are from artists from DeviantArt, Credit goes to all of them.
This document provides an introduction to personality theory, outlining key concepts such as personality, traits, characteristics, and theories. It defines personality as a pattern of relatively permanent traits and unique characteristics that give consistency and individuality to a person's behavior. Theories are described as sets of related assumptions that allow scientists to logically deduce testable hypotheses. The document also discusses why theories differ, what makes a theory useful, and how each theorist has an implicit concept of humanity.
Raymond Cattell developed a structure-based systems theory of personality. He believed personality could be studied objectively and quantitatively through factor analysis. Cattell identified 16 source traits that he believed made up personality, which could be grouped into 5 second-order factors including extraversion, anxiety, tough-mindedness, independence, and self-control. Cattell's theory analyzed both hereditary and environmental influences on personality development across the lifespan. He also explored abnormal personality through concepts like neurosis and psychosis. Cattell developed various assessment methods and theoretical constructs to organize, explain, and predict human behavior.
The document discusses stress, its causes and effects, and provides strategies for managing stress. It defines stress and identifies major sources like environmental, physiological, socio-cultural and cognitive factors. It also outlines negative and positive effects of stress. The document recommends developing knowledge, skills, objectives and social support to cope with stress and advises positive coping strategies like problem solving, utilizing support systems and maintaining a positive outlook.
This document defines and describes several types of psychological disorders, including anxiety disorders, mood disorders, personality disorders, schizophrenia, delusional disorder, substance use disorder, dissociative disorders, and impulse control disorder. It discusses characteristics, causes, and symptoms of these conditions. Key topics covered include types of anxiety like generalized anxiety disorder, phobias, obsessive-compulsive disorder, and post-traumatic stress disorder; bipolar disorder and depressive disorders; criteria for personality disorders; positive and negative symptoms of schizophrenia; and characteristics of dissociative amnesia and depersonalization disorders.
Personality refers to an individual's characteristic patterns of thought, emotion, and behavior. It arises from both genetic and environmental factors. Personality can be measured through self-report surveys and observer ratings to provide insight into hiring, job fit, and workplace behavior. Common personality traits include the "Big Five" dimensions of extraversion, agreeableness, conscientiousness, emotional stability, and openness. Additional concepts are locus of control, self-esteem, self-monitoring, and the "Dark Triad" of Machiavellianism, narcissism, and psychopathy. The Myers-Briggs and Big Five models provide frameworks for understanding personality types and traits.
Adlerian theory views human nature positively and believes people can control their own fate. It stresses social interest and understanding a person's lifestyle to analyze their behavior. Early family interactions help shape feelings of inferiority or superiority and one's role in the family constellation. The theory views people as goal-oriented and focused on overcoming feelings of inferiority through social contribution and developing competence. A person's unique experiences and perceptions shape their understanding of reality.
The document discusses clinical assessment and diagnosis in psychopathology. It describes the goals of assessment as understanding how and why a person is behaving abnormally and how they can be helped. Assessment tools should be standardized, reliable, and valid. Clinical interviews and psychological tests are common forms of assessment. Treatment decisions are based on assessment and diagnosis to determine an appropriate treatment plan. Research shows that therapy is generally effective compared to no treatment, and certain therapies are effective for specific disorders.
This document provides an overview of the psychology of personality. It discusses several key aspects:
- Personality arises from both genetic and environmental influences, with genetics accounting for about half the differences between people.
- Temperament refers to innate traits like harm avoidance and novelty seeking, while character comprises traits like self-directedness that develop through socialization.
- Psyche involves consciousness and self-awareness. Personality integrates all three dimensions in a complex adaptive system.
- Several theories are described briefly, including psychodynamic, behaviorist, cognitive, and social-cognitive approaches to understanding personality. Defense mechanisms, reinforcement history, and reciprocal determinism between person and environment are highlighted.
personality traits are "enduring patterns of perceiving, relating to, and thinking about the environment and oneself that are exhibited in a wide range of social and personal contexts." A trait is what we call a characteristic way in which an individual perceives, feels, believes, or acts.
Trait theories are the following
Three trait theory
16 personality factor theory
Universal trait theory
Big five model
HEXACO model
The document discusses signal detection theory and the four main functions of attention: signal detection, selective attention, divided attention, and search. It describes signal detection theory and the four possible outcomes of detecting or not detecting a target stimulus. It then discusses each of the four main functions of attention in more detail, including definitions, theories, and studies related to vigilance, selective attention, divided attention, and visual search. Finally, it discusses attention deficit hyperactivity disorder and its causes and symptoms.
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.
The document discusses cognitive distortions, which are inaccurate or inflated thoughts that can negatively impact one's emotions and behavior. It provides an overview of cognitive distortions, noting they were first developed by Aaron Beck and made popular by David Burns. The document explains cognitive distortions can reinforce negative thinking and problematic states like depression. It states the general solution is to challenge distorted thoughts and replace them with more accurate perspectives. The document then lists and describes 12 specific cognitive distortions.
This document summarizes a presentation on stress management. It defines stress, discusses the signs, causes and effects of stress. It also outlines various stress management techniques. Stress is defined as the body's response to demands placed on it and can have physical, mental and emotional impacts. Common causes of stress include major life events, daily hassles, work and family issues. The presentation provides tips for managing stress such as exercise, relaxation techniques, and time management.
1) The document summarizes research on the nature and sources of prejudice. It defines prejudice as a preconceived negative judgment of a group and its members, supported by stereotypes.
2) Prejudice stems from social sources like social inequalities and socialization, motivational sources like feeling superior to outgroups, and cognitive sources like categorization and perception of distinctiveness.
3) The consequences of prejudice include self-perpetuating stereotypes through confirmation bias, and discrimination that can create self-fulfilling prophecies about the targeted groups.
Physiological psychology connects behavior and mental processes to bodily processes and the functions of the brain. It is also known as biopsychology, psychobiology, physiological psychology, and behavioral neuroscience. There are four categories of biological explanations for behavior: physiological explanations relate behavior to brain and organ activity; ontogenetic explanations describe how behaviors develop based on genes, experiences, and their interactions; evolutionary explanations examine how behaviors evolved over time to enhance survival; and functional explanations appeal to the functions a structure or system has. The goal is to understand biology's relationship to psychological issues.
The document outlines the Ethical Principles of Psychologists and Code of Conduct. It discusses 5 general principles that guide psychologists, including beneficence, fidelity, integrity, justice, and respecting rights. It then describes 10 standards related to resolving ethics issues, competence, relationships, privacy, advertising, record keeping, education, research, assessment, and therapy. Key aspects of standards around privacy, record keeping, informed consent, and limits of confidentiality in therapy are highlighted.
SOCIAL PSYCH INTRO (Psych 201 - Chapter 1 - Spring 2014)Melanie Tannenbaum
The document provides an introduction to a social psychology course, including:
1) An overview of the course syllabus, assignments, and grading policy.
2) A discussion of key concepts in social psychology like the power of the situation and proximal vs distal influences on behavior.
3) Examples of how social psychology can provide insight into everyday behaviors and pop culture through an exploration of course topics like judgment and decision making.
This document contains a playlist of songs paired with psychological concepts and a chapter about the social self from a psychology textbook. The playlist includes songs related to self-complexity, social comparison theory, self-esteem, and self-control. The chapter discusses how the self is formed through social relationships and influenced by factors like culture, birth order, gender, and situation. It also covers topics like self-knowledge, self-evaluation, and social comparison processes.
This document outlines an event hosted by Beth Killian on the topic of using movies to discuss mental health. The event includes watching short films about mental illness, having a panel discussion with students and resources, and providing an evaluation for a chance to win a prize. Participants discuss films and their portrayals of mental illness, share their self-care practices, and reflect on exercises like breathing and body scans. The event aims to reduce stigma around mental health through arts-based community.
SUNY at Cortland - M4MH - 10.21.22 - Presentation.pdfAlex Reynolds
This document outlines an event hosted by Beth Killian on the topic of using movies to discuss mental health. The event includes watching short films about mental illness, having a panel discussion with students and resources, and providing an evaluation for a chance to win a prize. Participants discuss films and their portrayals of mental illness, share their self-care practices, and reflect on how stigma feels. They do breathing and movement exercises. The event aims to support attendees and help them understand their own and others' experiences of mental health.
Bursting the echo chamber: resources to flight polarization and empower criti...credomarketing
ProCon.org CEO Kamy Akhavan shares the rigorous editorial process his organization undertakes to accurately represent multiple facets of complex issues for their 25 million annual users. Attendees will explore ways to best help students engage in meaningful conversations around contentious subjects without leaning on partisan talking points or falling for fake news through Kamy's discussions
De anza college m4 mh online - 5.27.20 - presentation w-responseKalynSaylor
This document summarizes an online event about movies and mental health. It provides an agenda that includes watching short films about mental health issues and connecting to discuss them. It outlines resources for mental health support available during the event. It includes polls to engage participants on topics like their location, how activities made them feel, and movies that portray mental illness. Short films are viewed and discussed, covering topics like cultural stigma, depression, and intergenerational trauma. Practices to support wellness are shared and breathing/body scan exercises are conducted with polls on their impact.
The document summarizes a presentation on recognizing and overcoming unconscious bias. It defines unconscious bias as automatic preferences formed from life experiences that can negatively impact decisions. It discusses common biases and challenges with bias training, noting that simply learning about bias does not improve understanding of current inequalities. The presentation provides strategies for overcoming bias like pausing to consider other perspectives and maintaining constructive uncertainty. It emphasizes the need to acknowledge continued racial inequalities rather than believe too much progress has been made.
Brandon University - M4MHO - 10.18.22 - Presentation.pdfRuvimboChipazi
Movies for Mental Health is an arts-based mental health workshop that focuses on empowering young adults, educators, health professionals and community members to gain a better understanding of mental health within their environment.
Knowing that art speaks the language of our interior worlds, we harness film to engage with young people on the vital topic of mental health and mental illness, inspiring them to tell their own stories and explore those of others.The event also connects students with mental health resources available to them, empowering them to seek support and heal as individuals and communities.
Brandon University - M4MHO - 10.18.22 - Presentation.pdfRuvimboChipazi
This document summarizes a virtual panel discussion on movies and mental health. It provides an agenda for the event including an introduction, film screenings, panel discussion, and evaluation. It also lists resources for mental health support and ways for participants to engage through chat, polls, and sharing their experiences. The panelists are introduced from various organizations and backgrounds to discuss topics like stigma, self-care, and supporting mental wellness.
This presentation demonstrates one of the ways in which the Ugly American Stereotype has been formed and skills and tools needed to reduce anti-American sentiment abroad
University of California Los Angeles - M4MH - 4.16.22 - Presentation.pdfBethKillian
This document summarizes an event about using movies to discuss mental health. It provides an agenda for the event including viewing and discussing films, a panel discussion with students and campus resources, and an evaluation. The event is hosted by Art with Impact and involves sharing experiences with mental health, stigma, support systems, and mindfulness activities like breathing exercises. Participants are encouraged to reflect on how media portrays mental illness and how to support themselves and others struggling with mental health issues.
This document provides an overview of interpersonal behavior and transactional analysis. It discusses that interpersonal behavior is shaped by communication skills, emotional intelligence, and social skills. It then explains the Johari window model and how it can help people understand their interpersonal relationships and communication. Transactional analysis is introduced as the study of social transactions between people in terms of stimulus and response. The concepts of ego states, life positions, strokes, script analysis, and time structuring are defined in transactional analysis. Advantages of using transactional analysis to improve interpersonal communication are also highlighted.
Trent University - M4MH - 1.26.24 - Presentation.pdfjulesp4
Movies for Mental Health is an arts-based mental health workshop that focuses on empowering young adults, educators, health professionals and community members to gain a better understanding of mental health within their environment.
This document provides information about the INTJ personality type based on Jungian personality theory. It describes key characteristics of INTJs, including that they are strategic thinkers who enjoy intellectual challenges. The document notes that INTJs comprise just 1.5% of the general population and are the rarest personality type among females. It discusses careers that suit INTJs and provides examples of famous people who are thought to be INTJs.
Springfield college m4 mh online - 10.5.20 - presentation w-responsesKalynSaylor
This document provides an overview of an online event called #Movies4MentalHealth hosted by Springfield College. The event uses films and discussion to connect people and discuss mental health issues. It is facilitated by Natalie Patterson and sponsored by various mental health organizations. Attendees are students, staff, and others from Massachusetts and beyond. The event plans to watch and discuss films, have a student panel, and optional virtual mingling. Support resources are provided and participants are encouraged to engage through chat, polls, and setting their status. Films about characters dealing with mental illness are shown and discussed. The stigma of mental illness and what makes it difficult to seek help are also discussed. Breathing exercises and sharing wellness practices are included
This document discusses communication skills and effective communication. It covers various topics such as the importance of communication, different types of communication, barriers to effective communication, and tips for overcoming those barriers. It emphasizes the importance of communication for expressing information and understanding others. Both verbal and non-verbal communication are important. Effective communication involves being clear, concise, complete, correct, and considering your audience. Open-ended questions are generally better than closed-ended questions at facilitating dialogue. Public speaking requires skills like planning, using positive non-verbal cues, and confidence. Different communication styles should be considered depending on the individual. Social media also plays a role in modern communication.
This document provides an overview of a mental health workshop held at Quinsigamond Community College. It introduces the facilitator and describes how the workshop will include short film screenings and discussions, a student panel, and opportunities for self-reflection. It acknowledges issues like the portrayal of mental illness in media and the impact of stigma. The workshop addresses challenging topics like suicide, trauma, and oppression, and encourages participants to think about how to support themselves and others struggling with mental health issues.
CSU San Marcos - M4MH - 5.2.22 - Presentation (1).pdfBethKillian
This document summarizes a virtual event on movies and mental health hosted by Art With Impact. The event included screenings and discussions of short films about mental health, a panel of students and mental health professionals, and exercises in breathing and body awareness. Attendees were encouraged to share their thoughts and experiences with mental health and stigma. The event aimed to support mental wellness through arts-based community and conversations.
Confederation College - M4MHO - 11.9.21 - Presentationthe2slayers
This document summarizes an online event about movies and mental health hosted by Art With Impact. It provides information about the facilitator and participants, and outlines the agenda which includes watching short films, discussions on how mental illness is portrayed and personal experiences, breathing exercises, and a panel discussion. Guidelines are given on how to participate and access mental health resources. The event aims to use films to connect people and discuss creativity and mental health.
Similar to SOCIAL COGNITION (Psych 201 - Chapter 4 - Spring 2014) (20)
This document discusses various topics related to teacher feedback and student motivation. It begins by looking at how praise and criticism can differently impact student motivation depending on their age and perceived ability. It then examines how feedback can influence student self-efficacy and discusses the risks involved in giving feedback. The document also covers attributional ambiguity and how a student's group membership can impact how they view feedback. It analyzes controlling vs. autonomy-supportive teaching styles and their effects on student motivation, engagement, and performance. Additional topics include self-fulfilling prophecies, teacher expectations, and issues surrounding teaching evaluations.
This document discusses intergroup relations and cooperative learning in education. It covers topics like mandated school desegregation in the 1950s-60s, the effects of desegregation on achievement, intergroup relations and self-esteem. It also discusses factors that influence intergroup interaction outcomes, like social identity theory and contact theory. Additionally, it examines cooperative learning techniques and their benefits, like improving intergroup relations, achievement and self-esteem. The document poses discussion questions on various related topics.
SOC 463/663 (Social Psych of Education) - Diversity, Stigma, and Affirmative ...Melanie Tannenbaum
This document discusses diversity, stigma, and affirmative action. It begins with definitions of stereotyping, prejudice, and discrimination, explaining they are related but distinct concepts. It then discusses different types of prejudice, including traditional racism, modern racism, aversive racism, and varieties of prejudice at both the institutional and personal level. The document also covers theories like realistic group conflict theory and how intergroup conflict and competition can increase prejudice and discrimination. It discusses responses minorities may have to stigma and prejudice, such as disengaging from academics or developing an oppositional identity. The document concludes with a brief history of affirmative action policies in the United States.
Here are some suggestions for encouraging useful cross-race feedback:
- Establish clear norms and expectations around respectful feedback early on. Make it clear that the goal is constructive criticism, not personal attacks.
- Encourage feedback to focus on observable behaviors and ideas, not personal attributes. Stick to specific examples.
- Have students practice giving and receiving feedback in small, low-stakes exercises to build skills and comfort. Provide models of effective feedback.
- When possible, have feedback come from multiple sources rather than just one person to avoid appearing like a personal attack.
- Consider having students give anonymous feedback initially to reduce potential biases.
- Promote perspective-taking. Discuss how feedback may
The document discusses differences between the educational systems of the United States and Japan. It notes that Japanese education emphasizes understanding rules rather than just compliance, strengthening relationships over immediate behavior control, and seeing misbehavior as a lack of community attachment rather than willful disobedience. American education tends to focus more on individualism and teacher authority. While some Japanese approaches could potentially strengthen community and morality, cultural differences may limit full adoption in the U.S. Overall solutions proposed include refining school purpose, improving teacher training, emphasizing effort over ability, and increasing family involvement in education.
This document discusses gender socialization and its impact on education. It addresses several key points:
1) Gender socialization begins early, with parents, schools, media and peers influencing children's views of masculinity and femininity.
2) Schools play a role in socializing gender through unequal treatment of boys and girls by teachers, textbooks, and valuing of male vs. female extracurricular activities.
3) While girls now outperform boys in education, gender inequality persists in careers and society. Factors like differential choices in college majors and prioritizing family over career contribute to this outcome.
4) Challenging gender stereotypes and making STEM fields seem more communal and inclusive
This document discusses factors that influence student motivation. It covers four key factors that influence motivation: self-efficacy, attributions, intrinsic motivation, and goal orientations. Self-efficacy refers to beliefs about one's own capabilities. Attributions refer to how one explains their successes and failures. Intrinsic motivation refers to wanting to do something for its own sake rather than for external rewards. Goal orientations discusses types of goals like mastery goals being better than performance goals. The document also discusses extrinsic rewards and their potential negative impact on intrinsic motivation through the overjustification effect. It provides examples and research on how extrinsic rewards can undermine intrinsic motivation for learning. Choice is discussed as generally having a positive impact on motivation when choices are
SOC 463/663 (Social Psych of Education) - Waiting For SupermanMelanie Tannenbaum
This document summarizes and discusses key points from two sources: "How Schools Really Matter" by Downey and Gibbs (2010), and "The Stupidity Epidemic" by Joel Best (2011). The main ideas are:
1) Downey and Gibbs argue that schools have less influence on student outcomes than family background factors like socioeconomic status. The best predictor of academic skills is parents' SES, not school characteristics.
2) Best examines the widespread perception that standards of knowledge are declining. However, evidence shows educational attainment and test scores are generally staying the same or improving over time.
3) Both sources discuss how blaming schools is an oversimplification, and that student learning
The document provides guidance for writing strong academic papers, including key elements of introductions, bodies, and conclusions. It emphasizes developing a clear thesis, using compelling evidence and examples to support main points, and maintaining a formal tone. The document also discusses developing structured paragraphs and outlines, overcoming writer's block, and avoiding common grammatical errors.
The document provides guidance on writing effective academic papers. It discusses key elements of a strong paper such as having a clear thesis that answers "so what?", topic sentences establishing paragraph ideas, and concluding sentences summarizing the main point. The document also offers tips for developing structured paragraphs through brainstorming, outlining, and multiple drafts. It emphasizes the importance of considering one's audience and providing explanations of concepts. Overall, the document aims to help students learn how to write high-quality papers through developing a strong structure and clear writing style.
This document discusses attributions and beliefs about intelligence. It begins by introducing attribution theory, which examines how people explain the causes of events. Key aspects of attributions include locus (internal vs. external), stability (stable vs. unstable), and controllability. Implicit theories, also known as naive theories, are beliefs about whether qualities like intelligence are fixed or can develop over time. Research shows these beliefs influence responses to failure, effort, and performance. An entity theory views intelligence as fixed while an incremental theory sees it as malleable. Studies demonstrate beliefs shape resilience and motivation after setbacks.
SOC 463/663 (Social Psych of Education) - Academic Self-ConceptMelanie Tannenbaum
This document discusses academic self-concepts, including self-esteem, self-complexity, and self-efficacy. It notes that academic self-concept is the best predictor of achievement. While self-esteem is commonly believed to be important, evidence suggests only a small link between self-esteem and academics. Having a complex self-identity with multiple non-overlapping domains can buffer against failure in one domain. Self-efficacy, which is domain-specific confidence in one's abilities, is connected to greater effort, strategic choices, and goal-setting in academics. The document questions whether programs should aim to raise academic self-esteem or self-efficacy.
SOC 463/663 (Social Psych of Education) - StratificationMelanie Tannenbaum
This document summarizes key concepts from a sociology class about stratification and social mobility in education. It discusses theories of stratification from Marx and Weber, status attainment models from Blau and Duncan, and the Wisconsin model from Sewell and Hauser. It also covers nature vs nurture debates on the role of genetics and environment in determining ability and intelligence. Overall, the document examines how education both replicates and potentially reduces existing social inequalities.
SOC 463/663 (Social Psych of Education) - Grades & Cultural CapitalMelanie Tannenbaum
This document discusses how grades are influenced by factors beyond just academic performance, such as cultural capital and social background. It summarizes research showing that students from higher social classes and who possess more cultural capital tend to receive higher grades, even when accounting for test performance. While grades should ideally only reflect course mastery, research finds that social characteristics like gender, race, and class still influence grades after controlling for academic factors. The document raises questions about how to create a more fair and meritocratic grading system that is less impacted by biases or relative standards between schools.
SOC 463/663 (Social Psych of Education) - SocializationMelanie Tannenbaum
This document discusses socialization and its key agents. It begins by defining socialization as the lifelong process of inheriting and disseminating norms, customs, and ideologies to provide individuals with the skills to participate in their society. It then discusses three main agents of socialization: peers, parents, and schools. For peers, it describes how peer groups influence individuals through normative and informational social influence. For parents, it outlines how parenting practices, expectations, and the parent-child relationship shape children's development. For schools, it notes one goal of education is assimilation, preparing students to function successfully in existing social systems.
This document provides an overview of ability grouping and tracking in education. It discusses the origins of tracking in response to increasing student diversity in the early 20th century. Students were initially sorted into academic, general, and vocational tracks in high school. Modern tracking involves grouping students by ability within subjects like math and English. Research shows tracking can negatively impact the achievement of lower-tracked students by providing them weaker instruction, while higher-tracked students benefit from more rigorous curricula and experienced teachers. The debate around tracking centers on whether it prepares students for their futures or serves to reproduce the social hierarchy.
SOC 463/663 (Social Psych of Education) - Spring 2015 SyllabusMelanie Tannenbaum
This document provides information about a Social Psychology of Education course. It outlines the course details including the instructor's contact information, required materials, course objectives, assignments, grading criteria, exam dates, reading schedule, and policies. The course will use a social-psychological approach to examine questions related to academic success and the role of schools. Undergraduate students must complete 3 essays and graduate students' essays require more sources. Students will also write weekly reading responses and take a midterm and final exam. Topics will include socialization, ability grouping, stratification, and diversity.
This document provides an overview of an introductory sociology class. It introduces the professor, Melanie Tannenbaum, and outlines what students can expect in the class. The class will cover theoretical approaches like functionalism, conflict theory, and symbolic interactionism. It discusses goals for the class, required readings and reaction papers, essay assignments, exams, and attendance policies. The goal is for students to understand and apply sociological concepts and theories to explore topics of interest.
This document provides an overview of research methods in social psychology. It discusses why social psychologists conduct research, such as to empirically test folk theories and uncover unexpected influences on behavior. It describes how researchers operationalize abstract concepts and test ideas through both correlational and experimental designs. Key concepts explained include measurement, manipulation of variables, random assignment, and the difference between correlation and causation. Statistical correlations provide information on the strength and direction of relationships but cannot prove that one variable causes another.
This document provides an overview of attribution theory and explanatory styles in psychology. It discusses how people make causal attributions to explain behaviors, either internally based on personal factors or externally based on environmental factors. Explanatory style refers to a person's typical way of making these attributions along the dimensions of internal vs. external, stable vs. unstable, and global vs. specific. The document provides examples of how to analyze attributions using these dimensions and defines a pessimistic explanatory style.
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SOCIAL COGNITION (Psych 201 - Chapter 4 - Spring 2014)
1. THIS WEEK’S PLAYLIST
Artist Song / Psych Concept
1 Aerosmith
Dude (Looks Like A Lady)
(Schemas; Top-Down Processing)
2 R.E.M.
Man On The Moon
(Confirmation Bias)
3 Grouplove
Tongue Tied
(Fluency)
4 Billy Joel
Only The Good Die Young
(Availability Heuristic/Illusory Correlation)
5 Wyclef Jean
Perfect Gentleman
(Representativeness Heuristic)
6 The Killers
Somebody Told Me
(Biases in Secondhand Information)
3. IMPORTANT POINTS
○ Why Study Social Cognition?
!
○ Information Available for Social Cognition
!
○ How Information is Presented
!
○ How We Seek Information
!
○ How We Understand Information
!
○ Reasons, Intuition, Heuristics
4. WHAT IS SOCIAL COGNITION?
!
○ Social Cognition: The encoding, storage, retrieval, and
processing of information in the brain which relates to
members of the same species.
!
○ How we interpret, remember, and understand information
that we receive about the people and situations that
surround us every day.
!
○ How do we think about the world & make
judgments that help us interpret the past,
understand the present, and predict the future?
5. WHY STUDY SOCIAL COGNITION?
○ Construals impact how people process and remember
social information differently.
!
○ Our judgments are rarely (if ever!) flawless.
!
○ Social cognition gives us useful information about the
strategies & rules that people follow to make judgments.
!
○ Mistakes often reveal a lot about how we think by
showing what our limitations are.
!
○ What mistakes do we make? Why do we make them?
7. INFORMATION AVAILABLE FOR JUDGMENT:
Firsthand Information
!
Information based on personal
experience or observation.
Secondhand Information
Information that comes from other
sources (gossip, books, magazines,
Internet, etc.)
8. BIASES IN FIRSTHAND INFORMATION
○ Might be unrepresentative
● If you’ve only ever been to Paris, can you make complete
judgments about what all of France is like? No!
!
!
○ Pluralistic Ignorance
● Individual motivations not to deviate from group norms can
create misperceptions about those norms.
!
!
○ Negativity Bias
9. WHAT’S IN A FACE?
○ Snap Judgments: Quick judgments about people’s
personalities based on seeing their faces for a period of
time as short as a tenth of a second.
Two dimensions stand out:
Trustworthiness
Dominance
People can have “baby faces”
High on trustworthiness
Low on dominance
10. ARE SNAP JUDGMENTS ACCURATE?
!
○ Sort of.
!
!
○ No real evidence that “baby faced” people are
actually more trustworthy or agreeable.
!
!
○ However, sometimes perception is reality...
11. ARE SNAP JUDGMENTS ACCURATE?
○ Pairs of politicians
● Candidate who looked “more competent” won 70% of the time.
!
○ 10-second silent video clips of professors
● Judgments of how anxious, competent, active, professional, and
warm those professors seemed were significantly correlated
with actual student evaluations.
!
○ In these situations, it doesn’t matter if the politicians
really are more competent or what the professors are
“really” like...all that matters for the outcome is what
voters and students think of them.
12. SNAP JUDGMENTS
○ What people think about others matters...a lot.
● Many decisions are based on very little information
● Self-fulfilling prophecies
!
○ Self-Fulfilling Prophecy
● People have an expectation about what others are like
● This expectation influences how they act towards that person
● This causes the person to behave consistently with the original
expectation, which makes the expectation come true.
!
○ If you expect TSA agents to be nasty, you might be rude
first...if they meet enough mean people all day, they will
probably (understandably!) be quite nasty back.
13. SELF-FULFILLING PROPHECIES
○ Researchers randomly divided a class roster in half.
!
!
○ Group A: “We expect these students to bloom this year!”
○ Group B: “We expect these students to fail this year.”
!
!
○ This was totally random!!
14. SELF-FULFILLING PROPHECIES
!
○ At the end of the year...
● Students labeled as “bloomers” scored higher on aptitude tests
than the “should-fail” students.
!
○ Teachers expected the students to do well or fail,
and taught them based on these expectations.
!
○ Maybe they spent more time with the “bloom” students
because of their promise, or quit faster with the “will-fail”
students because they thought it was a waste of time...
15. PLURALISTIC IGNORANCE
!
We misperceive group norms because people are
behaving in a way that is inconsistent with private
beliefs for fear of negative social consequences.
Classroom Questions
16. PLURALISTIC IGNORANCE
• All students find a certain topic confusing
!
• John sees the other students with their hands down.
!
!
• John assumes everyone understands the topic except for him.
!
!
• John doesn’t raise his hand because he doesn’t want to look stupid.
!
!
• Becky also doesn’t understand the topic; sees the other students
(including John) with their hands down, assumes that she’s the only
one who doesn’t understand...
17. PLURALISTIC IGNORANCE:
REAL WORLD CONSEQUENCES
● Support for tyrants/dictators
!
● College drinking and the “hook-up culture”
!
● Cross-Race Friendships
○ Many people want cross-race friendships, but attribute their own
failure to initiate conversation to a fear of rejection while attributing
others’ behavior to a lack of interest (Shelton & Richeson, 2005)
!
● Gang Behavior
○ Gang members will often privately confess that they don’t like brutal
initiation processes or intergroup violence, but won’t say so publicly
because they assume other members don’t agree (Matza, 1964)
18. NEGATIVITY BIAS
!
○ We pay more attention to negative information than
positive information (often deliberately, sometimes
automatically).
!
!
○ If I get 10 positive teacher evaluations and 1 negative
one, I will likely overweight/pay more attention to the
negative evaluation and remember the feedback as being
more negative overall than it really was.
22. BIASES IN SECONDHAND INFORMATION
○ When people tell stories, they often change details in order to
communicate the underlying message better.
!
○ Sharpening and Leveling
● Sharpening: Emphasizing the more interesting parts.
● Leveling: De-emphasizing/eliminating less interesting parts.
!
○ Examples
● Exaggerating a story when you tell it to friends
● Headlines
● News in general (the more dramatic, the better)
○ In the world as seen through the media, 80% of all crime is violent.
○ In the real world, only 20% of crime is violent.
23. BIASES IN SECONDHAND INFORMATION
!
○ Distorted Secondhand Impressions
● Secondhand impressions of people might be extreme because
we are receiving “sharpened” and “leveled” descriptions.
!
!
○ Ideological Distortions
● People might be biased when communicating information
because they want to encourage other people to share views.
● Example: Both Republicans and Democrats tend to slant
statistics in their favor to make the other side look worse.
24. ORDER EFFECTS
○ Primacy Effect
● Information presented first has an overly strong influence on
later judgments.
○ Recency Effect
● Information presented last has an overly strong influence on
later judgments.
Order of Presentation
!
Even though the content is the same, an
issue can be framed differently depending
on the order in which it is presented.
25. ORDER EFFECTS
○ Primacy Effect
● Information presented first has an overly strong influence on
later judgments.
○ Recency Effect
● Information presented last has an overly strong influence on
later judgments.
Order of Presentation
!
In surveys about life satisfaction and romantic
satisfaction, the correlation is higher if you ask
about romantic life first.
26. ORDER EFFECTS: WHY?
○ Construal
● Many words are ambiguous
● Interpretation is colored by preceding information
!
!
○ Limited Cognitive Capacity
● Easier to pay attention to first and last items
!
!
○ Attention & Motivation
● We are “fast and frugal” with cognitive resources
● Put just enough effort in to do things right, then stop.
27. PRIMACY EFFECTS
○ Primacy effects generally result from a tendency to pay
great attention to stimuli presented early on and then lose
focus during the presentation of later items.
!
○ Initial information affects how later info is construed.
!
● When “stubborn” comes after intelligent and industrious, it’s
interpreted as “steadfast” or “determined.”
!
● When “stubborn” comes after envious, it’s interpreted as
“closed-minded” or “rigid.”
28. RECENCY EFFECTS
○ Typically result when the last items are easiest to recall.
!
○ The “Pimp Spot”
● Ever notice that the last performances on SYTYCD and
American Idol are usually the best of the night and those
contestants rarely get sent home that week?
29. FRAMING EFFECTS
○ The influence on judgment resulting from the way
that information is presented.
!
○ Spin Framing
● Changing the way something is phrased/framed so
that it looks more favorable or unfavorable.
!
○ Paul Ryan’s Bipartisan Appeal:
○ http://www.thedailyshow.com/watch/mon-
august-13-2012/paul-ryan-s-bipartisan-appeal
30. FRAMING EFFECTS
○ Positive vs. Negative Frames
● Phrased in terms of what you will gain or what you will lose?
Frames In Real Life
Credit card companies charge businesses a small amount of
money for each transaction
When credit cards were first being adopted, businesses didn’t
know how to address this.
Rather than angering customers by charging more for using
credit cards (a negative frame), companies talked businesses
into raising their baseline prices and offering “discounts” for
using cash (a positive frame).
31. FRAMING EFFECTS
○ What do you think sounds better?
● A) Ground beef that is 75% lean?
● B) Ground beef that is 25% fat?
!
!
○ Generally, meat described as 75% lean is considered
more appealing than meat described as 25% fat....
!
○ ...even though they mean exactly the same thing.
32. FRAMING EFFECTS
○ Because negative information tends to attract more
attention/have more of an impact (negativity bias),
negatively framed info elicits a stronger response.
!
○ 82% of physicians recommended a surgery with a 90%
survival rate, but only 56% recommended it when it was
phrased as a 10% mortality rate.
!
○ People are willing to pay more to restore what was lost
than bring about the same benefit anew (e.g. restore
destroyed forests vs. grow more trees) – stronger
response to negative information.
34. CONFIRMATION BIAS
○ The tendency to test a proposition by searching for evidence that
would support it.
!
○ If you want to support a particular viewpoint/candidate/etc., you
look for material that supports this POV and ignore material that
does not.
!
○ People are more likely to readily accept information that supports
what they want to be true, but critically scrutinize/discount
information that contradicts you.
!
○ However, it is not necessarily this ideologically motivated;
it can just mean that people only test hypotheses by trying to
confirm them, not by trying to reject them.
35. CONFIRMATION BIAS:
PERSON PERCEPTION
○ Snyder & Swann, 1978
!
○ Introduced to a person
○ Had to ask questions to get to know him/her better.
!
○ Participants specifically asked to determine either…
○ Is this person extraverted?
○ Is this person introverted?
36. CONFIRMATION BIAS:
PERSON PERCEPTION
!
!
○ When people were asked to determine if someone was
introverted, asked questions like, “Do you enjoy being alone?”
!
!
○ When people were asked if someone was extraverted, asked
questions like, “Do you enjoy large groups of people?”
!
!
○ If you really wanted a rational judgment, you should ask both
kinds of questions, regardless of how the prompt was framed.
37. CONFIRMATION BIAS:
RESEARCH QUESTIONS
○ Crocker, 1982
!
○ Does practicing on the day of a match make players…
○ More likely to win?
○ More likely to lose?
!
○ Given access to a bunch of videotapes of past matches that
they could watch to gather evidence to answer the question.
38. CONFIRMATION BIAS:
RESEARCH QUESTIONS
○ Crocker, 1982
○ More likely to win?
● Participants more likely to examine the cases of players who had
worked out the day of a match and won.
20%
36%
52%
68%
84%
100%
Practiced & Won Practiced & Lost Didn't Practice
More Likely To Win?
More Likely To Lose?
39. CONFIRMATION BIAS:
RESEARCH QUESTIONS
○ Crocker, 1982
○ More likely to lose?
● Participants more likely to examine the cases of players who
had worked out the day of a match and lost.
20%
36%
52%
68%
84%
100%
Practiced & Won Practiced & Lost Didn't Practice
More Likely To Win?
More Likely To Lose?
40. CONFIRMATION BIAS:
RESEARCH QUESTIONS
○ Crocker, 1982
○ Neither group showed much interest in number of players who
didn’t practice and then won or lost...which you would need to
know in order to really evaluate anything!
20%
36%
52%
68%
84%
100%
Practiced & Won Practiced & Lost Didn't Practice
More Likely To Win?
More Likely To Lose?
41. TOP-DOWN VS. BOTTOM-UP
○ Theory Driven
!
!
!
○ Filter and interpret new
data based on what you
already know
!
○ Base your judgments/
decisions on pre-existing
expectations and
knowledge.
○ Data Driven
!
!
!
○ Put together pieces of
information to see what
you get
!
○ Base your judgments/
decisions on the stimuli
you encounter.
Top-Down Processing Bottom-Up Processing
Schemas!!
42. WHAT IS A SCHEMA?
○ A cluster of related, meaningfully interdependent knowledge
○ Related information that is stored together
Fast Food Restaurant
Cheap
Part of a chain
Fattening
Dirty
Tasty
College Courses
20+ students
Some academic topic
1-3 exams
Awesome instructors ☺
Squirrels
Small
Furry
Easily Distracted
Hides Acorns
Oddly ballsy
Interactions With Friends
Be extraverted
Be funny
Be interesting
Fun, relaxing
43.
44. PRIOR KNOWLEDGE
○ When we need to do something, we rely on the most readily
accessible schema.
○ By the time we reach adulthood, we have encountered most
stimuli/situations before.
○ Even if a situation is new, you can usually draw comparisons to
situations you’ve already encountered.
● The first day of work will be similar to first day of class
● A date with someone new will be similar to other dates
○ We automatically activate & apply relevant schema.
!
○ Most of the time, this is a good thing!
● It would be inefficient to ignore the hard-earned knowledge you’ve
gained just because situations aren’t 100% identical.
45. SCHEMAS & PRIMING
○ Priming
● Words/stimuli presented outside of conscious awareness can prime
schemas so they influence information processing
!
○ Most Famous Priming Study (Elderly Priming Study):
○ http://www.youtube.com/watch?v=5g4_v4JStOU
!
○ Priming is when a schema is activated in your brain, so it can
then be applied to subsequent judgments/actions.
!
○ In the Elderly Priming Study, people shown words relating to
old people had the elderly schema activated, which made
them walk slower.
46. INFLUENCE OF SCHEMAS
1. Schemas Guide Attention
○ Attention is a limited resource.
○ We automatically allocate attention to relevant stimuli.
○ We are also very good at ignoring irrelevant stimuli.
○ What is relevant? What is irrelevant?
● That’s decided by your activated schemas.
○ Classic Examples:
● http://www.youtube.com/watch?v=vJG698U2Mvo&feature=player_embedded
● http://www.youtube.com/watch?v=IGQmdoK_ZfY&feature=related
○ Real Life Examples:
● Motorcycle Safety: You’re looking for cars, not bikers
● Lifeguarding: You’re looking for troublemakers, not drowning children
47. INFLUENCE OF SCHEMAS
2. Schemas Guide Construal
○ New information almost always processed with top-down influences
!
○ Example: The “Donald Study”
● Participants were primed with two different word sets
○ ADVENTURE: Independent, Persistent, Self-Confident
○ RECKLESS: Aloof, Stubborn, Conceited
● They then read a story about Donald, who does something
ambiguous (like cross the Atlantic alone in a tiny sailboat)
!
○ When they evaluated Donald, they rated him higher on traits consistent
with the schemas they were exposed to.
● Those who saw “adventure” words judged him as adventurous.
● Those who saw “reckless” words judged him as reckless.
48. INFLUENCE OF SCHEMAS
3. Schemas Guide Memory
○ We remember schema-consistent information better than
schema-inconsistent behavior.
● Because schemas influence attention, also influence memory.
● We remember stimuli that capture the most of our attention.
○ Confirmation Bias: We’re on the lookout for behavior that
confirms our schemas.
Caveat:
Behavior that is heavily
schema-inconsistent will
also be remembered very
well (because it is
surprising, which also
captures attention).
49. SCHEMAS AND MEMORY
○ Cohen, 1981
● Participants watched video of a husband & wife having dinner.
● Half were told that the woman was a librarian, half a waitress.
● The video included an equal number of “events” that were
consistent with either “librarian” or “waitress” stereotypes.
● Students later took a quiz to see what they remembered.
○ Was the woman drinking wine or beer?
○ Did she receive a history book or a romance novel as a gift?
!
People remember stereotype-consistent information
much more than stereotype-inconsistent information.
51. Stimulus
Reflective
Impulsive
Behavior
AUTOMATIC VS. CONTROLLED PROCESSING
○ Dual Mode Theories: People have two “modes”
● Automatic: Impulsive, intuitive, immediate
● Controlled: Reasoned, rational, reflective
!
○ You always activate the automatic route.
○ The controlled route can be activated, but can also be
bypassed (if you have low motivation or low ability).
52. AUTOMATIC VS. CONTROLLED PROCESSING
○ Quick
!
○ Based on associations
(schemas)
!
○ Can be done alongside
other processes
!
○ Effortless; you may not
even realize it’s happening
○ Slow
!
○ Uses rule-based reasoning
(“if-then” statements)
!
○ Can only be done one-at-a-
time
!
○ Effortful and/or deliberate;
something you try to do.
Automatic Controlled
53. AUTOMATIC VS. CONTROLLED PROCESSING
○ Controlled processes can become automatic with time.
● Math is generally a controlled process
● 2 + 2 has become automatic through lots of practice
!
!
○ Automatic processes are the immediate judgments that
you make when you first encounter a stimulus.
!
!
○ Controlled processes are the thoughtful judgments you
make when you stop to think carefully.
54. HEURISTICS
○ Common “intuitive system” processes
● A grab-bag of mental processes that are commonly used to
make quick and efficient judgments & decisions
!
!
The most famous/popular heuristics:
1. Representativeness Heuristic
2. Availability Heuristic
3. Fluency
55. HEURISTICS
○ This is Linda.
!
○ Linda is:
● 31 years old
● Single
● Outspoken
!
○ As a student, Linda was
deeply concerned with
issues of social justice,
and participated in anti-
nuclear demonstrations.
What is more probable?
A) Linda is a bank teller
B) Linda is a bank teller and is
active in the feminist
movement
56. People who are bank tellers
People who are bank tellers AND feminists
57. HEURISTICS
○ Professor Smith teaches at UIUC.
!
○ He has black-rimmed glasses & reads poetry as a hobby.
!
!
○ What is more likely?
● A) Professor Smith teaches Philosophy
● B) Professor Smith teaches Engineering
59. 1. The number of Engineering professors
who have dark hair, black-rimmed
glasses, and read poetry is very small,
especially compared to all of the
Engineering professors who don’t.
!
2. All of the Philosophy professors look
and act this way.
!
3. BUT...chances are STILL greater that
Professor Smith teaches Engineering,
because of base rates.
!Engineering
Professors
Dark Hair
Black-Rimmed
Glasses
Reads Poetry
Philosophy Professors
60. REPRESENTATIVENESS HEURISTIC
○ Base Rate Neglect
!
○ Base Rate: Objective
statistical (probability)
information
!
○ People tend to underuse base-
rate information.
!
○ This is particularly
problematic when the base-
rate is very low.
!Engineering
Professors
Dark Hair
Black-Rimmed
Glasses
Reads Poetry
Philosophy Professors
61. REPRESENTATIVENESS HEURISTIC
○ Make a judgment based on how similar target is to some
prototype
○ Assume that members of a category should resemble the
group’s prototype
○ Professor Smith
● There are more Engineering professors than Philosophy
professors at UIUC
● If you had to make a guess using base rates, you should guess
that Professor Smith is an Engineering professor (since there
are more of them on campus).
○ However, you use the information about how
representative he is of your Philosophy/Engineering
professor stereotypes to sway your judgments.
62. REPRESENTATIVENESS HEURISTIC
○ Base Rate Information
● Information about the relatively frequency of events or
members of categories within the population.
!
!
○ Professor Smith Example
● There are very few Philosophy professors, but many
Engineering professors
● No matter how much Professor Smith sounds like a
“Philosophy” kind of guy, he probably is not, just because there
are relatively few Philosophy professors on campus.
63. REPRESENTATIVENESS HEURISTIC
○ Base Rate Information
● Information about the relatively frequency of events or
members of categories within the population.
!
!
○ Linda the Bank Teller
● If Linda is a feminist bank teller, she has to be a bank teller
● There must be more “bank tellers” than “feminist bank tellers”
● However, the information that you have about Linda make you
wrongly think it’s more likely that she fits into the smaller box
64. REPRESENTATIVENESS HEURISTIC
○ Why do we have this heuristic?
● Representativeness often works
● Group prototypes are formed in the first place by averaging
across everyone in the group, so there is a kernel of truth
Representativeness Mantra:
“This seems like...”
Works to the extent that...
There is some validity
Group members cluster around the prototype
You use representativeness as a “first step.”
65. HEURISTICS
○ Are there more words in the English language that
start with “K” or that have “k” as a third letter?
!
○ A) Start with “K”
○ B) Have “k” as the third letter
66. HEURISTICS
○ What is a more likely cause of death in the U.S.?
!
○ A) Being killed by a shark
○ B) Being killed by falling airplane parts
67. HEURISTICS
○ What is a more likely cause of death in the U.S.?
!
○ A) Homicide (Murder)
○ B) Suicide
68. AVAILABILITY HEURISTIC
○ People make judgments based on how easy it is to bring
relevant information to mind.
○ Underlying Assumption: Things that are easy to recall
are more common, probable, correct, etc.
69. AVAILABILITY HEURISTIC
○ People make judgments based on how easy it is to bring
relevant information to mind.
○ Underlying Assumption: Things that are easy to recall
are more common, probable, correct, etc.
People think that more tornadoes
happen in Kansas than Nebraska
because it’s easy to think of Wizard
of Oz, but the rates are equal.
70. AVAILABILITY HEURISTIC
○ People make judgments based on how easy it is to bring
relevant information to mind.
○ Underlying Assumption: Things that are easy to recall
are more common, probable, correct, etc.
People think that more tornadoes
happen in Kansas than Nebraska
because it’s easy to think of Wizard
of Oz, but the rates are equal.
People think it’s much more likely
that they will die in a plane crash
than a car accident, but it’s the other
way around.
71. AVAILABILITY HEURISTIC
○ Schwarz et al. (1991)
!
○ Participants recalled 6 (or 12) examples of being
assertive (or unassertive)
5
5.5
6
6.5
7
6 examples 12 examples
...of Assertiveness
...of Unassertiveness
HOW ASSERTIVE ARE YOU?
People thought they were
most assertive when they
recalled a few examples of
being assertive
72. AVAILABILITY HEURISTIC
○ Schwarz et al. (1991)
!
○ Participants recalled 6 (or 12) examples of being
assertive (or unassertive)
5
5.5
6
6.5
7
6 examples 12 examples
...of Assertiveness
...of Unassertiveness
HOW ASSERTIVE ARE YOU?
People thought they were
most assertive when they
recalled a few examples of
being assertive, or many
examples of being unassertive!
!
Why?
73. ○ Easy to recall 6 examples of something
○ Harder to recall 12 examples
5
5.5
6
6.5
7
6 examples 12 examples
...of Assertiveness
...of Unassertiveness
6 examples of being assertive...
That was easy.
I must be assertive.
!
6 examples of being unassertive...
That was easy.
I must not be very assertive.
12 examples of being assertive...
That was hard.
I must not be assertive.
!
12 examples of being unassertive...
That was hard.
I must be assertive.
74. ○ Easy to recall 6 examples of something
○ Harder to recall 12 examples
The availability heuristic occurs based on
how easy it is to retrieve the information.
5
5.5
6
6.5
7
6 examples 12 examples
...of Assertiveness
...of Unassertiveness
75. FIRST DAY OF CLASS QUESTIONS
4. You want your friend to come to a party with you, but she
says that she is too shy to go to a big party. To convince
her to come along, you should challenge her belief by...
A) Reminding her that she liked the last party that she
went to
B) Telling her that this would be a good opportunity to test
that belief
C) Asking her to give you 10 good examples of times that
she was actually outgoing
D) Asking her to give you 10 good examples of times that
she was actually shy
!
Now you know why the answer was D!
76. AVAILABILITY HEURISTIC: APPLIED
○ Dramatic, easy-to-remember events are assumed to be
more frequent than “dull,” commonplace events
!
○ The likelihood of dramatic deaths (e.g. shark attacks) are
way overestimated compared to commonplace deaths that
are actually more likely (e.g. stroke, electrocution)
78. AVAILABILITY HEURISTIC: APPLIED
○ Group Projects
● Because you worked on your portion of a group project, it’s
easy for you to recall exactly what you worked on
● Because you didn’t work on your partners’ portions, it’s not
easy for you to recall exactly what they worked on
!
○ Result: People tend to overestimate their own
contributions to joint projects.
79. AVAILABILITY HEURISTIC: APPLIED
○ Marriage & Chores (Ross & Sicoly, 1979)
● Married couples were asked to give the percentage of the
household chores that they did
○ Not surprisingly...estimates added up to over 100%
!
○ Both husbands and wives tended to think that they did
more of the chores!
80. FLUENCY
○ The feeling of ease associated with processing information
○ Some stimuli are easier to process than
others
● For instance, unfamiliar or irregular words are
harder to process than simple and
familiar words
○ One common way to manipulate fluency is through font
● Though there are many, many other ways
81. FLUENCY
○ The more fluent a stimulus is, the more it’s judged as...
● True/Correct
● Good/Desirable
● Important
● Memorable
!
○ The less fluent a stimulus is, the more likely it will be
carefully scrutinized (analyzed in a deliberate way)
!
○ This is essentially another way of wording the
availability heuristic; the easier information is to process/
recall, the more people like it and the more likely they
are to actually use it in judgments
82. FLUENCY
○ Disfluency is a signal to “slow down” and “be careful.”
!
!
○ Song & Schwarz (2008)
● Subjects were given a recipe
○ ½ were given a recipe that was difficult to read (due to font)
○ ½ were given a recipe that was easy to read
!
!
○ The subjects given the difficult-to-read recipe thought
that the dish would be harder to make than those who
saw it in an easy-to-read font!
83. FLUENCY
○ So, is “fluent” always “better”?
● Not necessarily.
● It depends on what you WANT.
!
○ Remember...
● Fluent = Easy to remember, easy to process, like it more
BUT...
● Disfluent = Pay more attention, process more carefully
!
○ If you want someone to pay extra close attention to what
you are saying, it’s better to put it in a hard-to-read font!
84. QUESTION
○ Hot Hand Effect
● Is a basketball player who has recently made several
shots in a row more likely to make the next shot?
85. ILLUSORY CORRELATION
○ The belief that two variables are correlated when in fact
they are not
!
○ Occurs because of the representativeness and
availability heuristics operating together
● Representativeness: Examples that represent what you
believe to be true are easier to remember
● Availability: These examples also come to mind more easily
!
○ As a result, we overestimate the frequency of
“representative” examples
86.
87. ILLUSORY CORRELATION: EXAMPLE
!
○ The “hot hand” effect does not exist
● Players are no more likely to make a shot immediately
after a string of shots than immediately after a string of
misses (Gilovich et al., 1985)
!
○ People are geared to see patterns in random events
● We don’t deal well with random sequences
88. HOW MUCH DOES THIS DESCRIBE YOU?
○ You have a great need for others to like & admire you.
○ You have a tendency to be critical of yourself.
○ You have a great deal of unused capacity which you have
not turned to your advantage.
○ While you have some personality weaknesses, you are
generally able to compensate for them.
○ Disciplined and self-controlled outside, you tend to be
worrisome and insecure inside.
○ You pride yourself as an independent thinker and do not
accept others' statements without satisfactory proof.
○ At times you are extroverted, affable, sociable, while at
other times you are introverted, wary, reserved.
89. THE “FORER EFFECT”
Subjects give higher accuracy ratings if...
!
○ The subject believes analysis applies only to him/her
!
!
○ The subject believes in the authority of the evaluator
!
!
○ The analysis lists mostly positive traits, or turns
weaknesses into strengths
90. ILLUSORY CORRELATION: APPLIED
○ Horoscopes
● Also known as The Barnum Effect, after P.T. Barnum’s
observation that “we’ve got something for everyone.”
● People will give high accuracy ratings to descriptions of their
personalities that are supposedly tailored specifically for
them, but are in fact vague & general enough to apply to
pretty much anyone.
● If you read your horoscope every morning, you will notice the
things that day that fit what the horoscope “predicted,” and
then remember the pattern.
91. ILLUSORY CORRELATION: APPLIED
○ Why does it always rain right after you wash your car?!
● It doesn’t.
● You just notice the rain after a car wash more because you’re
looking out for it and you want to avoid it.
!
○ When it occurs, you’re upset and you remember it.
○ When it doesn’t occur, you don’t notice.
92. ILLUSORY CORRELATION: APPLIED
○ As soon as you get a new car, suddenly everyone
else on the road is driving the same car.
!
○ As soon as you think about a movie/actor/etc. for
the first time in a while, suddenly you see
references to it everywhere.
“A pall came over the office; no one liked babies’
funerals. Robert thought, It always rains when we
bury the babies. Then he thought that couldn’t be
true really. But I’ll bring an umbrella just in case.”
!
- Her Fearful Symmetry, p. 221
93. YES, EVEN PEOPLE WHO TEACH THIS FOR A LIVING
FALL VICTIM TO HEURISTICS.
!
!
H66 License Plates
Candace Bergen
94. SUMMARY:
REASON, INTUITION, HEURISTICS
Representativeness
Heuristic
“This seems like...”
Availability Heuristic
How easy is this to
remember?
Automatic vs. Controlled
Processes
- Quick, impulsive, effortless?
OR
- Slow, reasoned, deliberate?
!
A main example of automatic
processes that we discussed
today are heuristics
Fluency
The easier it is to process/
understand, the more I
like it
95. SUMMARY: CHAPTER 4
○ Information Available for Social Cognition
● Firsthand (Negativity Bias, Pluralistic Ignorance)
● Secondhand (Sharpening/Leveling, Exaggerations)
○ How Information is Presented
● Order effects, framing effects
○ How We Seek Information
● Confirmation bias
○ Top Down vs. Bottom Up Processing
● Data driven (bottom up) or theory driven (top down)?
● Top Down = Rely on schemas
○ Reason, Intuition, and Heuristics
● Heuristics simplify cognitive processing, but also leave us
vulnerable to common judgmental biases
96. CH. 4: MOST IMPORTANT POINTS
○ Primacy & Recency Effects
● Why do they occur?
!
○ Schemas & Memory
● Consistent vs. Inconsistent Info
!
○ Pluralistic Ignorance
!
○ Negativity Bias
!
○ Firsthand/Secondhand Biases
!
○ Bottom-Up/Top-Down Processing
○ Availability Heuristic
● Why does it occur?
!
○ Representativeness Heuristic
● Base Rate Neglect
!
○ What is priming?
● Elderly Priming Study
!
○ Confirmation Bias