Ross faces a dilemma in choosing between Rachel and Julie and makes a list of things he likes and dislikes about each to help understand his feelings. However, research shows introspecting about reasons can change attitudes in misleading ways as people latch onto easy reasons rather than accurate ones. Similarly, people may infer emotions and attitudes from their behavior rather than introspecting accurately. Overall, understanding the self is difficult as people rely less on introspection than assumed and unconscious factors influence feelings and behavior in hidden ways.
This document provides an overview of social perception and how we form impressions of other people based on their observable behavior. It discusses how we rely on social perception to understand people based on what they say, do, and their facial expressions, gestures and tone of voice. It also explains some of the challenges in forming accurate impressions, as we can only observe behavior and not truly know people's inner thoughts and motivations. The document outlines several concepts from social psychology research related to social perception, including nonverbal communication, facial expressions, culture, implicit personality theories, attribution theory, and biases like the correspondence bias.
The document discusses several key concepts related to the self in the social world, including:
1) The spotlight effect and illusion of transparency, which are cognitive biases where people overestimate how much attention others pay to their appearance and emotions.
2) Factors that influence self-concepts such as social roles, comparisons to others, successes/failures, and others' judgments.
3) Cultural differences in views of the self as independent vs. interdependent.
4) Questions around how accurately people can know themselves due to unconscious influences on behavior.
This document discusses the concept of self-concept. It provides a brief history, noting that William James in 1890 distinguished between the subjective sense of self ("I") and objective sense ("me"). Self-concept is then defined as the totality of an individual's thoughts and feelings about themselves. The cognitive, affective, and behavioral components of self-concept are introduced. Eastern and Western cultural perspectives on the self are contrasted. The document also discusses how the looking-glass self and cognitive dissonance theory relate to threats to self-concept.
The document summarizes key concepts about the self from chapter 6 of the book "Self in a Social World". It discusses the physical self, social self, and personal self. It also covers self-concept, self-esteem, identity statuses including identity achievement, identity foreclosure, identity moratorium, and identity diffusion. Prejudice and its sources are discussed along with attribution theory.
This document discusses disorders of self and provides information on key concepts related to self, including:
1. It defines self and discusses levels of self-awareness, self-concept, body image, and theories of self such as self-awareness theory and self-discrepancy theory.
2. It explores the history of perspectives on individual identity versus community and discusses how mirrors encouraged greater self-inspection.
3. It examines the brain regions involved in self-referential processing and the role of serotonin in regulating self-esteem.
The document discusses theories of the self from a psychological perspective. It defines the self as a cognitive construct consisting of the "I" (thinking, acting, feeling aspects) and the "me" (physical and psychological characteristics). William James and Carl Rogers introduced this concept of the dual self. The self is also influenced by social interaction and one's environment. It develops through social roles, relationships, and group memberships. Factors like self-esteem, self-awareness, social comparison, and narcissism also shape one's sense of self over time. The self is not fixed but rather evolves continuously based on experiences and social contexts.
This document discusses theories of the self from psychology. It defines key concepts like identity, self-concept, and explores how the self is a mental construct shaped by social and environmental factors. Social interaction and group affiliation impact self-concept formation. Self-awareness involves the private self and public self, as well as the actual, ideal, and ought selves. Social comparison and self-esteem are also discussed.
This document provides an overview of social perception and how we form impressions of other people based on their observable behavior. It discusses how we rely on social perception to understand people based on what they say, do, and their facial expressions, gestures and tone of voice. It also explains some of the challenges in forming accurate impressions, as we can only observe behavior and not truly know people's inner thoughts and motivations. The document outlines several concepts from social psychology research related to social perception, including nonverbal communication, facial expressions, culture, implicit personality theories, attribution theory, and biases like the correspondence bias.
The document discusses several key concepts related to the self in the social world, including:
1) The spotlight effect and illusion of transparency, which are cognitive biases where people overestimate how much attention others pay to their appearance and emotions.
2) Factors that influence self-concepts such as social roles, comparisons to others, successes/failures, and others' judgments.
3) Cultural differences in views of the self as independent vs. interdependent.
4) Questions around how accurately people can know themselves due to unconscious influences on behavior.
This document discusses the concept of self-concept. It provides a brief history, noting that William James in 1890 distinguished between the subjective sense of self ("I") and objective sense ("me"). Self-concept is then defined as the totality of an individual's thoughts and feelings about themselves. The cognitive, affective, and behavioral components of self-concept are introduced. Eastern and Western cultural perspectives on the self are contrasted. The document also discusses how the looking-glass self and cognitive dissonance theory relate to threats to self-concept.
The document summarizes key concepts about the self from chapter 6 of the book "Self in a Social World". It discusses the physical self, social self, and personal self. It also covers self-concept, self-esteem, identity statuses including identity achievement, identity foreclosure, identity moratorium, and identity diffusion. Prejudice and its sources are discussed along with attribution theory.
This document discusses disorders of self and provides information on key concepts related to self, including:
1. It defines self and discusses levels of self-awareness, self-concept, body image, and theories of self such as self-awareness theory and self-discrepancy theory.
2. It explores the history of perspectives on individual identity versus community and discusses how mirrors encouraged greater self-inspection.
3. It examines the brain regions involved in self-referential processing and the role of serotonin in regulating self-esteem.
The document discusses theories of the self from a psychological perspective. It defines the self as a cognitive construct consisting of the "I" (thinking, acting, feeling aspects) and the "me" (physical and psychological characteristics). William James and Carl Rogers introduced this concept of the dual self. The self is also influenced by social interaction and one's environment. It develops through social roles, relationships, and group memberships. Factors like self-esteem, self-awareness, social comparison, and narcissism also shape one's sense of self over time. The self is not fixed but rather evolves continuously based on experiences and social contexts.
This document discusses theories of the self from psychology. It defines key concepts like identity, self-concept, and explores how the self is a mental construct shaped by social and environmental factors. Social interaction and group affiliation impact self-concept formation. Self-awareness involves the private self and public self, as well as the actual, ideal, and ought selves. Social comparison and self-esteem are also discussed.
This document discusses perspectives on the self from philosophy, sociology, and anthropology. In philosophy, thinkers like Socrates, Plato, and Aristotle viewed the self as consisting of both a physical body and an immortal soul or essence. In sociology, theorists such as Mead, Cooley, and Goffman examined how the self is socially constructed through interaction with others. Anthropology studies various aspects of human culture, language, biology, and archaeology to understand what it means to be human.
The document discusses different perspectives on the self and its development through social interactions. It addresses how children internalize social norms and values through language and interactions from a young age based on theories from Mead and Vygotsky. Family plays a key role in shaping one's self-hood and initiating them into ways of living. The self is also discussed as a mental construct that is created and recreated through memory and is influenced by social comparisons and relationships.
Theories of personality, psychology, Characteristics Of Personality, Factors Influencing Personality Development, Purpose Of Personality Theories, Theories Of Personality’s Types, Jung's Personality Theory, Jung’s Eight Personality Types, Adler's Personality Theory, Adler's Psychological Types, GORDON ALLPORT’s TRAIT THEORIES, IN PSYCHOLOGY AND SOCIAL WORK PRACTICE, presentation,
Theories of personality, psychology, Characteristics Of Personality, Factors Influencing Personality Development, Purpose Of Personality Theories, Theories Of Personality’s Types, Jung's Personality Theory, Jung’s Eight Personality Types, Adler's Personality Theory, Adler's Psychological Types, GORDON ALLPORT’s TRAIT THEORIES, IN PSYCHOLOGY AND SOCIAL WORK PRACTICE, presentation,
The document discusses how our sense of self is shaped by our social world through three main points:
1. Our social surroundings, such as the roles we play and social comparisons we make, influence how we develop our self-concept and see ourselves. Playing new roles can change how we think about ourselves, and comparing ourselves to others helps define our self-image.
2. Our experiences of success, failure, and how others judge us also impact our self-concept. Succeeding at challenges boosts our self-esteem while failures can diminish it. Others' positive views of us can help us see ourselves positively as well.
3. Culture provides social identities and expectations that shape our understanding of
The document discusses Carl Rogers' person-centered theory of human development. Rogers believed that for a person to grow and reach their full potential, they need an environment that provides genuineness, acceptance, and empathy. Without these conditions, healthy relationships and development will not occur. Rogers also believed that everyone has the ability to achieve their goals and desires through self-actualization when these needs are met. The document then provides more context on Rogers' views of the ideal self, self-worth, and the importance of positive regard from others for psychological health and achieving one's potential.
This document discusses self-concept and its development. It defines self-concept as an individual's thoughts and beliefs about themselves, and notes it has cognitive, behavioral, and affective aspects. The development of self-concept occurs across the lifespan as individuals internalize feedback and social roles. Factors like health, experiences, and culture can influence self-perception. The nursing process can be used to assess and support patients with altered self-concepts through strengthening coping skills and maintaining dignity.
The document discusses the concept of self-concept, which refers to how individuals think about and perceive themselves. It describes three main components of self-concept: self-image, self-esteem, and ideal self. Self-image is one's view of oneself, self-esteem refers to how much value one places on oneself, and ideal self is what one wishes to become. The development of self-concept is influenced by factors such as parental reactions, social comparisons, social roles, and identification with others.
The document discusses several concepts related to how people develop their sense of self and self-knowledge. It explores how social influences like the roles we play, social comparisons, and others' judgments shape our self-concept. It also examines how experiences of success and failure impact self-esteem. Additionally, the document notes that people have limited insight into why they behave as they do and tend to mispredict their own emotions and behaviors. Overall, the document analyzes how the interplay between our internal sense of self and external social worlds determines our self-perceptions.
Assignment Our Sense of Self Required ResourcesReadreview th.docxbraycarissa250
Assignment: Our Sense of Self
Required Resources
Read/review the following resources for this activity:
· Textbook: Chapter 3
· Lesson
· Minimum of 3 scholarly sources (in addition to the textbook)
Instructions
This week we explored the topics of self-concept, self-esteem and self-presentation. Take some time to reflect on your own self-concept. Who are you? How do you define yourself? How do you feel about your abilities to be successful and accomplish your goals? What image of yourself do you currently, or do you wish to moving forward present to the world. Keep that introspective reflection in mind as you move through this assignment, considering how your own understanding of these ideas has evolved over the years to your present level of development.
Now, pretend that you have been asked to speak to a group of middle school students on the topic of bullying as it relates to self-concept, self-esteem and self-presentation. Create a PowerPoint presentation that addresses the following:
· Keeping in mind your audience of 12-14 year olds, define self-concept, self-esteem and self-presentation.
· Analyze and explain the possible causes of bullying in the context of these three concepts.
· Analyze and explain the impact of bullying (on the victim and aggressor) of these three concepts.
· Provide specific actions or behaviors kids in your audience can use to stop or respond positively when they see bullying, are bullied, or are tempted to bully.
As you complete your presentation, be sure to:
· Use speaker's notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation.
· Proof your work
· Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
· Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live to a group of middle school kids - be relevant, engaging, and focused.
Presentation Requirements (APA format)
· Length: 8-10 slides (not including title, introduction, and references slides)
· Font should not be smaller than size 16-point
· Parenthetical in-text citations included and formatted in APA style
· References slide (a minimum of 3 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome)
· Title and introduction slide required
Chapter 3 p54.
Can you imagine living a meaningful or coherent life without a clear sense of who you are? In The Man Who Mistook His Wife for a Hat, neurologist Oliver Sacks (1985) described such a person—a patient named William Thompson. According to Sacks, Thompson suffered from an organic brain disorder that im- pairs a person’s memory of recent events. Unable to recall anything for more than a few seconds, Thompson was always disoriented and lacked a sense of inner continuity. The effect on his behavior was startling. Trying to grasp a constantly vanishing identity, Thomps ...
Personality is a complex topic with many perspectives and theories. The document discusses several key approaches to understanding personality, including trait theories, psychoanalytic theory, and the "Big Five" model of personality dimensions. It also examines how personality develops over time through biopsychosocial influences and interactions between individuals and their environments.
This document discusses theories of self from psychology. It defines self as a sense of personal identity and discusses William James' conceptualization of the "I" as the thinking self and the "me" as physical and psychological characteristics. Identity and self-concept are similar concepts that involve personal traits, social roles, and affiliations that define a person. The self is seen as a mental construct created through interactions with others and memory. Factors like social comparison, narcissism, and self-esteem also influence the development of one's self-concept.
This document provides an overview of concepts related to the social self from the perspectives of social cognition and psychology. It discusses 1) mental representations of the self and how the self regulates behavior, 2) the nature of individual, relational, and collective selves, 3) the origins of self-knowledge including family influences and socialization, 4) how the self can change across situations, 5) gender differences in independent and interdependent views of self, 6) the role of social comparison and narratives in understanding the self, 7) how culture influences views of self, and 8) motives like self-evaluation, enhancement, and regulation that drive self-perception.
Interpersonal Communication Begins with the Self An Intr.docxnormanibarber20063
Interpersonal Communication
Begins with the Self: An
Introduction to Intrapersonal
Communication
Learning Objectives
In this chapter, readers will explore how our intrapersonal communication and who we are influ-
ences how we communicate with others. By the end of this chapter, readers will be able to
• Understand how communication is related to self-concept and define self-concept,
self-esteem, and self-image and how they are created
• Explain how biological sex and gender orientation shape our identity
• Understand how we can develop communication competence
• Define strategies for improving our intrapersonal communication
2
Willem Dijkstra/iStockphoto/Thinkstock
Communication and the Self-Concept Chapter 2
Introduction
Whenever you communicate with others, your view of the world and who you are as an indi-
vidual influence the interpersonal interaction. If you are asked to tell someone about yourself, to
introduce who you are as an individual, what do you say? Try this short, simple exercise. Take
out a piece of paper and a pen or open a blank document on your computer and write “I am . . .”
Now set a timer for five minutes and complete this sentence by writing as many brief, different
descriptions of yourself as possible. Try not to think too much about each description; just jot
down what comes to mind.
When the five minutes are over, review the list of traits and characteristics you compiled. What
kinds of categories emerged? Did you list physical qualities such as biological sex, ethnicity, or
an aspect of your appearance (“I am tall”)? Did you include roles that you play, such as student,
accountant, or parent? Did you associate yourself with a group such as a religious affiliation, com-
munity organization, or sports team, or with a hobby or activity that you enjoy? Were any of your
descriptions about the relationships you have with others (“I am Carl’s girlfriend” or “I am Abby’s
father”)? Did you describe any of your personality characteristics, talents, or abilities? Did you
note an aspect of your online persona (“I am a food blogger”)?
As you will learn in this chapter, you create your own reality. Social scientists use many terms
such as self-concept, self-image, and self-esteem to describe your “self.” Intrapersonal commu-
nication refers to the internal communication within and to yourself. You communicate with
yourself in a number of ways, some of which are similar to the conversations you have with other
people. Your thoughts are a form of intrapersonal communication. You also communicate with
yourself when you send verbal messages to yourself, either out loud or silently. For instance, you
might congratulate yourself with a message such as, “Wow, I did a great job on that project,” or
scold yourself by saying, “I’m an idiot for doing that!” You also communicate by being a friend to
yourself with statements such as, “You need a break,” or by encouraging yourself with statements
like,.
This document discusses self-awareness and the different aspects of the self. It begins by describing the physical, spiritual, darker, social, and private aspects of the self. It then discusses self-concept in psychology, including the existential self, categorical self, self-image, self-esteem/worth, and ideal self. The document also covers self-awareness theory and why developing self-awareness is important, such as for improving relationships and becoming more effective.
This document provides an overview of social psychology. It begins by defining social psychology as the scientific study of how people's thoughts, feelings, and behaviors are influenced by real or imagined presence of others. It discusses key concepts such as social influence, construal, fundamental attribution error, self-esteem, and social cognition. Experimental research methods are emphasized. Comparisons are made between social psychology and other fields like personality psychology and sociology. Applications of social psychology to understanding and solving social problems are also mentioned.
This document discusses perspectives on the self from philosophy, sociology, and anthropology. In philosophy, thinkers like Socrates, Plato, and Aristotle viewed the self as consisting of both a physical body and an immortal soul or essence. In sociology, theorists such as Mead, Cooley, and Goffman examined how the self is socially constructed through interaction with others. Anthropology studies various aspects of human culture, language, biology, and archaeology to understand what it means to be human.
The document discusses different perspectives on the self and its development through social interactions. It addresses how children internalize social norms and values through language and interactions from a young age based on theories from Mead and Vygotsky. Family plays a key role in shaping one's self-hood and initiating them into ways of living. The self is also discussed as a mental construct that is created and recreated through memory and is influenced by social comparisons and relationships.
Theories of personality, psychology, Characteristics Of Personality, Factors Influencing Personality Development, Purpose Of Personality Theories, Theories Of Personality’s Types, Jung's Personality Theory, Jung’s Eight Personality Types, Adler's Personality Theory, Adler's Psychological Types, GORDON ALLPORT’s TRAIT THEORIES, IN PSYCHOLOGY AND SOCIAL WORK PRACTICE, presentation,
Theories of personality, psychology, Characteristics Of Personality, Factors Influencing Personality Development, Purpose Of Personality Theories, Theories Of Personality’s Types, Jung's Personality Theory, Jung’s Eight Personality Types, Adler's Personality Theory, Adler's Psychological Types, GORDON ALLPORT’s TRAIT THEORIES, IN PSYCHOLOGY AND SOCIAL WORK PRACTICE, presentation,
The document discusses how our sense of self is shaped by our social world through three main points:
1. Our social surroundings, such as the roles we play and social comparisons we make, influence how we develop our self-concept and see ourselves. Playing new roles can change how we think about ourselves, and comparing ourselves to others helps define our self-image.
2. Our experiences of success, failure, and how others judge us also impact our self-concept. Succeeding at challenges boosts our self-esteem while failures can diminish it. Others' positive views of us can help us see ourselves positively as well.
3. Culture provides social identities and expectations that shape our understanding of
The document discusses Carl Rogers' person-centered theory of human development. Rogers believed that for a person to grow and reach their full potential, they need an environment that provides genuineness, acceptance, and empathy. Without these conditions, healthy relationships and development will not occur. Rogers also believed that everyone has the ability to achieve their goals and desires through self-actualization when these needs are met. The document then provides more context on Rogers' views of the ideal self, self-worth, and the importance of positive regard from others for psychological health and achieving one's potential.
This document discusses self-concept and its development. It defines self-concept as an individual's thoughts and beliefs about themselves, and notes it has cognitive, behavioral, and affective aspects. The development of self-concept occurs across the lifespan as individuals internalize feedback and social roles. Factors like health, experiences, and culture can influence self-perception. The nursing process can be used to assess and support patients with altered self-concepts through strengthening coping skills and maintaining dignity.
The document discusses the concept of self-concept, which refers to how individuals think about and perceive themselves. It describes three main components of self-concept: self-image, self-esteem, and ideal self. Self-image is one's view of oneself, self-esteem refers to how much value one places on oneself, and ideal self is what one wishes to become. The development of self-concept is influenced by factors such as parental reactions, social comparisons, social roles, and identification with others.
The document discusses several concepts related to how people develop their sense of self and self-knowledge. It explores how social influences like the roles we play, social comparisons, and others' judgments shape our self-concept. It also examines how experiences of success and failure impact self-esteem. Additionally, the document notes that people have limited insight into why they behave as they do and tend to mispredict their own emotions and behaviors. Overall, the document analyzes how the interplay between our internal sense of self and external social worlds determines our self-perceptions.
Assignment Our Sense of Self Required ResourcesReadreview th.docxbraycarissa250
Assignment: Our Sense of Self
Required Resources
Read/review the following resources for this activity:
· Textbook: Chapter 3
· Lesson
· Minimum of 3 scholarly sources (in addition to the textbook)
Instructions
This week we explored the topics of self-concept, self-esteem and self-presentation. Take some time to reflect on your own self-concept. Who are you? How do you define yourself? How do you feel about your abilities to be successful and accomplish your goals? What image of yourself do you currently, or do you wish to moving forward present to the world. Keep that introspective reflection in mind as you move through this assignment, considering how your own understanding of these ideas has evolved over the years to your present level of development.
Now, pretend that you have been asked to speak to a group of middle school students on the topic of bullying as it relates to self-concept, self-esteem and self-presentation. Create a PowerPoint presentation that addresses the following:
· Keeping in mind your audience of 12-14 year olds, define self-concept, self-esteem and self-presentation.
· Analyze and explain the possible causes of bullying in the context of these three concepts.
· Analyze and explain the impact of bullying (on the victim and aggressor) of these three concepts.
· Provide specific actions or behaviors kids in your audience can use to stop or respond positively when they see bullying, are bullied, or are tempted to bully.
As you complete your presentation, be sure to:
· Use speaker's notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation.
· Proof your work
· Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
· Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live to a group of middle school kids - be relevant, engaging, and focused.
Presentation Requirements (APA format)
· Length: 8-10 slides (not including title, introduction, and references slides)
· Font should not be smaller than size 16-point
· Parenthetical in-text citations included and formatted in APA style
· References slide (a minimum of 3 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome)
· Title and introduction slide required
Chapter 3 p54.
Can you imagine living a meaningful or coherent life without a clear sense of who you are? In The Man Who Mistook His Wife for a Hat, neurologist Oliver Sacks (1985) described such a person—a patient named William Thompson. According to Sacks, Thompson suffered from an organic brain disorder that im- pairs a person’s memory of recent events. Unable to recall anything for more than a few seconds, Thompson was always disoriented and lacked a sense of inner continuity. The effect on his behavior was startling. Trying to grasp a constantly vanishing identity, Thomps ...
Personality is a complex topic with many perspectives and theories. The document discusses several key approaches to understanding personality, including trait theories, psychoanalytic theory, and the "Big Five" model of personality dimensions. It also examines how personality develops over time through biopsychosocial influences and interactions between individuals and their environments.
This document discusses theories of self from psychology. It defines self as a sense of personal identity and discusses William James' conceptualization of the "I" as the thinking self and the "me" as physical and psychological characteristics. Identity and self-concept are similar concepts that involve personal traits, social roles, and affiliations that define a person. The self is seen as a mental construct created through interactions with others and memory. Factors like social comparison, narcissism, and self-esteem also influence the development of one's self-concept.
This document provides an overview of concepts related to the social self from the perspectives of social cognition and psychology. It discusses 1) mental representations of the self and how the self regulates behavior, 2) the nature of individual, relational, and collective selves, 3) the origins of self-knowledge including family influences and socialization, 4) how the self can change across situations, 5) gender differences in independent and interdependent views of self, 6) the role of social comparison and narratives in understanding the self, 7) how culture influences views of self, and 8) motives like self-evaluation, enhancement, and regulation that drive self-perception.
Interpersonal Communication Begins with the Self An Intr.docxnormanibarber20063
Interpersonal Communication
Begins with the Self: An
Introduction to Intrapersonal
Communication
Learning Objectives
In this chapter, readers will explore how our intrapersonal communication and who we are influ-
ences how we communicate with others. By the end of this chapter, readers will be able to
• Understand how communication is related to self-concept and define self-concept,
self-esteem, and self-image and how they are created
• Explain how biological sex and gender orientation shape our identity
• Understand how we can develop communication competence
• Define strategies for improving our intrapersonal communication
2
Willem Dijkstra/iStockphoto/Thinkstock
Communication and the Self-Concept Chapter 2
Introduction
Whenever you communicate with others, your view of the world and who you are as an indi-
vidual influence the interpersonal interaction. If you are asked to tell someone about yourself, to
introduce who you are as an individual, what do you say? Try this short, simple exercise. Take
out a piece of paper and a pen or open a blank document on your computer and write “I am . . .”
Now set a timer for five minutes and complete this sentence by writing as many brief, different
descriptions of yourself as possible. Try not to think too much about each description; just jot
down what comes to mind.
When the five minutes are over, review the list of traits and characteristics you compiled. What
kinds of categories emerged? Did you list physical qualities such as biological sex, ethnicity, or
an aspect of your appearance (“I am tall”)? Did you include roles that you play, such as student,
accountant, or parent? Did you associate yourself with a group such as a religious affiliation, com-
munity organization, or sports team, or with a hobby or activity that you enjoy? Were any of your
descriptions about the relationships you have with others (“I am Carl’s girlfriend” or “I am Abby’s
father”)? Did you describe any of your personality characteristics, talents, or abilities? Did you
note an aspect of your online persona (“I am a food blogger”)?
As you will learn in this chapter, you create your own reality. Social scientists use many terms
such as self-concept, self-image, and self-esteem to describe your “self.” Intrapersonal commu-
nication refers to the internal communication within and to yourself. You communicate with
yourself in a number of ways, some of which are similar to the conversations you have with other
people. Your thoughts are a form of intrapersonal communication. You also communicate with
yourself when you send verbal messages to yourself, either out loud or silently. For instance, you
might congratulate yourself with a message such as, “Wow, I did a great job on that project,” or
scold yourself by saying, “I’m an idiot for doing that!” You also communicate by being a friend to
yourself with statements such as, “You need a break,” or by encouraging yourself with statements
like,.
This document discusses self-awareness and the different aspects of the self. It begins by describing the physical, spiritual, darker, social, and private aspects of the self. It then discusses self-concept in psychology, including the existential self, categorical self, self-image, self-esteem/worth, and ideal self. The document also covers self-awareness theory and why developing self-awareness is important, such as for improving relationships and becoming more effective.
This document provides an overview of social psychology. It begins by defining social psychology as the scientific study of how people's thoughts, feelings, and behaviors are influenced by real or imagined presence of others. It discusses key concepts such as social influence, construal, fundamental attribution error, self-esteem, and social cognition. Experimental research methods are emphasized. Comparisons are made between social psychology and other fields like personality psychology and sociology. Applications of social psychology to understanding and solving social problems are also mentioned.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
1. Social Psychology
Elliot Aronson
University of California, Santa Cruz
Timothy D. Wilson
University of Virginia
Robin M. Akert
Wellesley College
slides by Travis Langley
Henderson State University
6th edition
2. Chapter 5
Self-Knowledge:
How We Come to
Understand Ourselves
Introspection is difficult and
fallible.…
The difficulty is simply that of all
observation of whatever kind.
— William James, 1890
3. Source of image: Source: http://www.friends-serie.de/image/6022.jpg
In an early episode of the television show Friends, the character Ross faces a
dilemma. In trying to choose between Rachel who has finally shown interest in
him and Julie, his new girlfriend, Ross makes a list of the things he likes and
dislikes about each woman, to try to clarify his thoughts.
• Was it a good idea to make a list to help him understand his own feelings?
• More generally, what is the nature of the self, and how do people discover it?
4. THE NATURE OF THE SELF
Who are you?
How did you come to be this person you
call “myself”?
The founder of American psychology,
William James (1842–1910), described
the basic duality of our perception of self.
Source of image: Microsoft Office Online.
5. THE NATURE OF THE SELF
• The self is composed of our thoughts and beliefs about
ourselves, or what James (1890) called the “known,” or,
more simply, the “me.”
• The self is also the active processor of information, the
“knower,” or “I.”
In modern terms, we refer to the known aspect of the self as
the self concept, which is the content of the self (our
knowledge about who we are), and to the knower aspect
as self-awareness, which is the act of thinking about
ourselves.
These two aspects of the self combine to create a coherent
sense of identity:
• Your self is both a book (full of fascinating content
collected over time) and the reader of that book (who at
any moment can access a specific chapter or add a new
one).
6. THE NATURE OF THE SELF
• Studies suggest that chimps
and orangutans, and
possibly dolphins, have a
rudimentary self-concept.
• They realize that the image
in the mirror is themselves
and not another animal, and
when someone alters their
appearance, they recognize
that they look different from
how they looked before.
Source of image: Microsoft Office Online.
7. THE NATURE OF THE SELF
• Self-recognition develops at around age 2.
• As we grow older, this rudimentary self-concept
becomes more complex.
• Typically, a child’s self-concept is concrete, with
references to clear-cut, easily observable
characteristics like age, sex, neighborhood, and
hobbies.
Source of image: Microsoft Office Online.
8. THE NATURE OF THE SELF
• Self-recognition develops at around age 2.
• As we grow older, this rudimentary self-concept
becomes more complex.
• Typically, a child’s self-concept is concrete, with
references to clear-cut, easily observable
characteristics like age, sex, neighborhood, and
hobbies.
• As we mature, we place less emphasis on
physical characteristics and more on
psychological states (our thoughts and feelings)
and on how other people judge us.
9. Functions of the Self
Why do human adults have such a
multifaceted, complex definition of self?
Researchers have found that the self
serves both:
• An organizational function, and
• An executive function
Source of image: Microsoft Office Online.
10. ORGANIZATIONAL FUNCTION
OF THE SELF
Self-Schemas
Mental structures that people use to organize
their knowledge about themselves and that
influence what they notice, think about, and
remember about themselves.
11. ORGANIZATIONAL FUNCTION
OF THE SELF
Self-Schemas
Mental structures that people use to organize
their knowledge about themselves and that
influence what they notice, think about, and
remember about themselves.
Self-Reference Effect
The tendency for people to
remember information better if
they relate it to themselves.
12. SELF-REGULATION:
THE EXECUTIVE FUNCTION
The self regulates behavior, choices, and
future plans, much like a corporation’s
chief executive officer.
We appear to be the only species
that can:
• Imagine events that have not
yet occurred, and
• Engage in long-term planning.
Source of image: Microsoft Office Online.
13. Consider an approach to self control called
the self-regulatory resource model.
According to this model, self control is a
limited resource, kind of like a muscle
that gets tired with frequent use but then
rebounds in strength.
Source of image: Microsoft Office Online.
14. To test this idea, researchers ask participants
to exert self-control on one task, to see if this
reduces their ability to exert control on a
subsequent and completely unrelated task.
In one study, people instructed to suppress a
thought (don’t think about a white bear) were
worse at trying to regulate their emotions on
a second task (try not to laugh while
watching a comedy film), compared to people
who did not first have to suppress their
thoughts.
Source of image: Microsoft Office Online.
15. Former smokers are more likely to take up smoking again when
stressed.
– Dealing with stress depletes the “self resource,” such that there
is less to spend in other areas.
Similarly, efforts at self-control are more likely to fail at night,
when the self resource has been depleted by a day of
making choices and resisting temptations.
– Dieters are more likely to break their diets at night.
– People are best at self-control when they are well-rested, such
as in the morning after a good night’s sleep.
Source of image: Microsoft Office Online.
16. Cultural Differences in
Defining the Self
In many Western cultures, people have an
independent view of the self.
Independent View of the Self
A way of defining oneself in terms of one’s
own internal thoughts, feelings, and
actions and not in terms of the thoughts,
feelings, and actions of other people.
17. Cultural Differences in
Defining the Self
In many Western cultures, people have an
independent view of the self.
Westerners learn to
• Define themselves as quite separate
from other people, and
• Value independence and uniqueness.
18. Cultural Differences in
Defining the Self
In contrast, many Asian and other non-
Western cultures have an
interdependent view of the self.
Interdependent View of the Self
A way of defining oneself in terms of one’s
relationships to other people; recognizing that
one’s behavior is often determined by the
thoughts, feelings, and actions of others.
19. Cultural Differences in
Defining the Self
In contrast, many Asian and other non-
Western cultures have an
interdependent view of the self.
Connectedness and interdependence
between people is valued,
whereas independence and uniqueness
are frowned on.
20. Cultural Differences in
Defining the Self
The squeaky wheel gets the grease.
— American proverb
The nail that stands out gets pounded down.
— Japanese proverb
Source of image: Microsoft Office Online.
21. Cultural Differences in
Defining the Self
We do not mean to imply that every
member of a Western culture has an
independent view of the self and that
every member of an Asian culture
has an interdependent view of the
self. Within cultures, there are
differences in the self-
concept, and these
differences are likely to
increase as contact between
cultures increases.
Source of image: Microsoft Office Online.
22. Gender Differences in
Defining the Self
• Is there any truth to the stereotype
that when women get together, they
talk about interpersonal problems and
relationships, whereas men talk about
anything but their feelings (usually
sports)?
• Although this stereotype of “clueless
men” is clearly an exaggeration, it
does have a grain of truth and reflects
a difference in women’s and men’s
self-concept.
Source of image: Microsoft Office Online.
23. Gender Differences in
Defining the Self
• Women have more relational
interdependence, meaning that they
focus more on their close
relationships, such as how they feel
about their spouse or their child.
• Men have more collective
interdependence, meaning that they
focus on their memberships in larger
groups, such as the fact that they are
Americans or that they belong to a
fraternity.
Source of image: Microsoft Office Online.
24. Gender Differences in
Defining the Self
Starting in early childhood, American
girls are more likely to:
• Develop intimate friendships,
• Cooperate with others,
• Focus their attention on social
relationships.
Boys are more likely to focus on their
group memberships.
Source of image: Microsoft Office Online.
25. Gender Differences in
Defining the Self
When considering gender differences
such as these, we need to be
cautious: The psychological
differences between men and women
are far fewer than the ways in which
they are the same.
Nevertheless, there do appear to be
differences in the way women and
men define themselves in the United
States, with women having a greater
sense of relational interdependence
than men.
Source of image: Microsoft Office Online.
27. Knowing Ourselves through
Introspection
Introspection
The process whereby people look inward and examine
their own thoughts, feelings, and motives.
(1) People do not rely on this source of information as often as you
might think.
(2) Even when people do introspect, the reasons for their feelings
and behavior can be hidden from conscious awareness.
Source of image: Microsoft Office Online.
28. Focusing on the Self:
Self-Awareness Theory
Self-Awareness Theory
The idea that when people focus their attention on
themselves, they evaluate and compare their
behavior to their internal standards and values.
Source of image: Microsoft Office Online.
29. Focusing on the Self:
Self-Awareness Theory
• Sometimes people go far in their attempt to
escape the self.
• Such diverse activities as alcohol abuse, binge
eating, and sexual masochism have one thing
in common: All are ways of turning off the
internal spotlight on oneself.
• Getting drunk, for example, is one way of
avoiding negative thoughts about oneself (at
least temporarily).
• The fact that people regularly engage in such
dangerous behaviors, despite their risks, is an
indication of how aversive self-focus can be.
30. Focusing on the Self:
Self-Awareness Theory
Self-focus is not always damaging or
aversive.
• If you have just experienced a major
success, focusing on yourself can be
pleasant.
• Self-focus can also be a way of keeping
you out of trouble, by reminding you of
your sense of right and wrong.
31. Judging Why We Feel the Way We Do:
Telling More than We Can Know
Even when we are self-aware and introspect
to our heart’s content, it can be difficult to
know why we feel the way we do.
• What is it about your sweetheart that made you
fall in love?
• How much does sleep affect your state of
mind?
• What really determines what mood you’re in?
32. Judging Why We Feel the Way We Do:
Telling More than We Can Know
Causal Theories
Theories about the causes of one’s own
feelings and behaviors; often we learn such
theories from our culture.
e.g.: “Absence makes the heart grow fonder.”
The problem is that our schemas and theories are not
always correct and thus can lead to incorrect judgments
about the causes of our actions.
33. The Consequences of
Introspecting about Reasons
Tim Wilson and his colleagues have found that analyzing
the reasons for our feelings is not always the best
strategy and in fact can make matters worse.
When people list reasons why they feel as they do about
their romantic partners, they often change their
attitudes toward their partners, at least temporarily.
Why?
It is difficult to dissect the exact causes of our romantic
feelings, so we latch on to reasons that sound good and
that happen to be on our minds.
34. The Consequences of
Introspecting about Reasons
Reasons-Generated Attitude Change
Attitude change resulting from thinking about the reasons
for one’s attitudes; people assume their attitudes match
the reasons that are plausible and easy to verbalize.
Remember the Friends episode we mentioned in which Ross makes
a list of reasons for his feelings toward Rachel and Julie?
As in the research studies, Ross found it easiest to verbalize
reasons that did not match his feelings.
Although he loved Rachel, he seemed unable to explain why, so he
wrote things like “She’s just a waitress” and “She’s a little ditzy.”
35. The Consequences of
Introspecting about Reasons
If people base an important decision on their
reasons-generated attitude (“Hmm, maybe my
partner and I don’t have much of a future”), they
might regret it later, when their original feelings
return.
Several studies have found that the attitudes
people express after analyzing their reasons do
not predict their future attitudes and behavior
very well.
36. KNOWING OURSELVES BY
OBSERVING OUR OWN BEHAVIOR
Self-Perception Theory
The theory that when our attitudes and feelings
are uncertain or ambiguous, we infer these
states by observing our behavior and the
situation in which it occurs.
1. We infer our inner feelings from our behavior only when
we are not sure how we feel.
2. People judge whether their behavior really reflects how
they feel or whether it was the situation that made them
act that way.
37. Intrinsic versus Extrinsic
Motivation
Intrinsic Motivation
The desire to engage in an activity because
we enjoy it or find it interesting, not
because of external rewards or pressures.
Extrinsic Motivation
The desire to engage in an activity because
of external reasons, not because we enjoy
the task or find it interesting.
38. Source of image: http://www.congregationalbert.org/2000/2000-03/2000-03bbc.htm
Intrinsic versus Extrinsic
Motivation
39. Intrinsic versus Extrinsic
Motivation
Many teachers or parents reward kids for
good grades with compliments, candy,
gold stars, or toys.
Several years ago, Mel Steely, a professor
at West Georgia College, started a
program called Earning by Learning in
which low-income children were offered
$2 for every book they read.
Source of image: Microsoft Office Online.
40. Intrinsic versus Extrinsic
Motivation
But people are not rats, and we have to
consider the effects of rewards on what’s
inside—people’s thoughts about:
• Themselves,
• Their self-concept, and
• Their motivation to read in the future.
The danger of reward programs is that kids will
begin to think they are reading to earn
money, not because they find reading to be
an enjoyable activity in its own right.
Source of image: Microsoft Office Online.
41. Intrinsic versus Extrinsic
Motivation
But people are not rats, and we have to
consider the effects of rewards on what’s
inside—people’s thoughts about
• themselves
• their self-concept
• their motivation to read in the future.
The danger of reward programs is that kids will
begin to think they are reading to earn
money, not because they find reading to be
an enjoyable activity in its own right.
Overjustification Effect
The tendency of people to view their
behavior as caused by compelling
extrinsic reasons, making them
underestimate the extent to which it
was caused by intrinsic reasons.
Overjustification Effect
The tendency of people to view their
behavior as caused by compelling
extrinsic reasons, making them
underestimate the extent to which it
was caused by intrinsic reasons.
42. PRESERVING INTRINSIC INTEREST
Fortunately, there are conditions under
which overjustification effects can be
avoided.
1. Rewards will undermine interest only if
interest was initially high.
If a child has no interest in reading,
getting him or her read by offering free
pizza is not a bad idea because there is
not initial interest to undermine.
43. PRESERVING INTRINSIC INTEREST
Fortunately, there are conditions under
which overjustification effects can be
avoided.
1. Rewards will undermine interest only if
interest was initially high.
2. The type of reward makes a difference.
Performance-contingent rewards might
do better than task-contingent rewards.
44. PRESERVING INTRINSIC INTEREST
Task-Contingent Rewards
Rewards that are given for performing a
task, regardless of how well the task is
done.
Performance-Contingent Rewards
Rewards that are based on how well we
perform a task.
45. Understanding Our Emotions:
The Two-Factor Theory of Emotion
Consider how happy, angry, or afraid you feel
at any given time.
How do you know which emotion you are
experiencing?
This question probably sounds kind of silly;
don’t we know how we feel without having to
think about it?
The way in which we experience emotions,
however, has a lot in common with the kinds
of self-perception processes we have been
discussing.
46. Understanding Our Emotions:
The Two-Factor Theory of Emotion
Stanley Schachter (1964) proposed a
theory of emotion that says we infer what
our emotions are in the same way that we
infer what kind of person we are or how
interested we are in math games:
In each case, we observe our behavior and
then explain why we are behaving that
way.
The only difference is in the kind of
behavior we observe.
47. Understanding Our Emotions:
The Two-Factor Theory of Emotion
Two-Factor Theory of Emotion
Schachter’s idea that emotional experience
is the result of a two-step self-
perception process in which people:
1. Experience physiological arousal, and
then
2. Seek an appropriate explanation for it.
48.
49. Understanding Our Emotions:
The Two-Factor Theory of Emotion
An implication of Schachter’s theory is that
people’s emotions are somewhat arbitrary,
depending on what the most plausible
explanation for their arousal happens to be.
Schachter and Singer (1962) demonstrated this
idea in two ways:
1. They prevented people from becoming angry
by providing a nonemotional explanation for
why they felt aroused.
2. They could make participants experience a
very different emotion by changing the most
plausible explanation for their arousal.
50. Finding the Wrong Cause:
Misattribution of Arousal
To what extent do the results found by
Schachter and Singer (1962) generalize
to everyday life?
Do people form mistaken emotions in the
same way as participants in that study
did?
In everyday life, one might argue, people
usually know why they are aroused.
51. Finding the Wrong Cause:
Misattribution of Arousal
Misattribution of Arousal
The process whereby people make
mistaken inferences about what is
causing them to feel the way they do.
Residual arousal from one source (e.g.,
caffeine, exercise, a fright) can enhance
the intensity of how the person interprets
other feelings (e.g., attraction to someone).
52. Interpreting the Social World:
Appraisal Theories of Emotion
Appraisal Theories of Emotion
Theories holding that emotions result from people’s
interpretations and explanations of events, even
in the absence of physiological arousal.
Two kinds of appraisals are especially important:
(1) Do you think an event has good or bad implications
for you?
(2) How do explain what caused the event?
53. Interpreting the Social World:
Appraisal Theories of Emotion
Schachter’s theory and cognitive appraisal
theories differ on the role of arousal, but are
not incompatible.
When aroused and not certain where this arousal
comes from, how people explain the arousal
determines their emotional reaction
(Schachter’s two-factor theory).
When not aroused, how people interpret and
explain an event determines their emotional
reaction (cognitive appraisal theories).
54. USING OTHER PEOPLE
TO KNOW OURSELVES
Social contact is crucial to the development
of a self-concept.
Source of image: Microsoft Office Online.
55. Knowing Ourselves by
Comparing Ourselves to Others
How do we use others to define ourselves?
One way is to measure our own abilities and
attitudes by seeing how we stack up against
other people.
• If you donate $50 to charity and find out
your friend Sue donates $10, you can feel
generous.
• If you find out Sue donated $100, you might
not feel like you’ve been generous.
56. Knowing Ourselves by
Comparing Ourselves to Others
Social Comparison Theory
The idea that we learn about our own
abilities and attitudes by comparing
ourselves to other people.
The theory revolves around two important
questions:
(1) When do you engage in social comparison?
(2) With whom do you choose to compare
yourself?
57. Knowing Ourselves by
Comparing Ourselves to Others
(1) When do you engage in social
comparison?
– When there is no objective standard to
measure themselves against and when they
experience some uncertainty about
themselves in a particular area.
Example: If your office donation program is
new and you are not sure what amount
would be generous, you are especially likely
to compare yourself to others.
58. Knowing Ourselves by
Comparing Ourselves to Others
(2) With whom do you choose to compare
yourself?
– People’s initial impulse is to compare
themselves with anyone who is around.
– This initial comparison occurs quickly and
automatically.
59. Knowing Ourselves by
Comparing Ourselves to Others
If we want to know the
top level to which we
can aspire, we
engage in upward
social
comparison:
comparing ourselves
to people who are
better than we are on
a particular ability.
You’ll feel better about
yourself if you
engage in
downward social
comparison:
comparing yourself to
people who are
worse than you on a
particular trait or
ability.
60. Knowing Ourselves by Adopting
Other People’s Views
Charles Cooley (1902)
described the “looking glass
self,” by which he meant that
we see ourselves and the
social world through the
eyes of other people and
often adopt those views.
Source of image: Microsoft Office Online.
61. Knowing Ourselves by Adopting
Other People’s Views
Social Tuning
The process whereby people adopt
another person's attitudes.
Source of image: Microsoft Office Online.
62. IMPRESSION MANAGEMENT:
ALL THE WORLD’S A STAGE
Impression Management
The attempt by people to get others to
see them as they want to be seen.
People have many impression management strategies.
Ingratiation
The process whereby people flatter, praise,
and generally try to make themselves likable
to another person, often of higher status.
Source of image: Microsoft Office Online.
63. IMPRESSION MANAGEMENT:
ALL THE WORLD’S A STAGE
Impression Management
The attempt by people to get others to
see them as they want to be seen.
People have many impression management strategies.
Ingratiation
The process whereby people flatter, praise, and
generally try to make themselves likable to
another person, often of higher status.
Self-Handicapping
The strategy whereby people create obstacles and
excuses for themselves so that if they do poorly on
a task, they can avoid blaming themselves.
Self-Handicapping
The strategy whereby people create obstacles and
excuses for themselves so that if they do poorly on
a task, they can avoid blaming themselves.
Source of image: Microsoft Office Online.
64. IMPRESSION MANAGEMENT:
ALL THE WORLD’S A STAGE
There are two major ways in which people self-handicap.
1. People may create obstacles that reduce the likelihood
they will succeed on a task so that if they do fail, they
can blame it on these obstacles rather than on their
lack of ability – drugs, alcohol, reduced effort on the
task, and failure to prepare.
Example: pulling an all-nighter before a test.
2. People devise ready-made excuses in case they fail –
blaming shyness, test anxiety, bad moods, physical
symptoms, and adverse events from their past.
Example: complaining about not feeling well when you
take a test.
Source of image: Microsoft Office Online.
65. Culture, Impression Management,
and Self-Enhancement
Self-Enhancement
The tendency to focus on and present positive
information about oneself and to minimize
negative information .
The desire to manage the image we present to
others is strong in all cultures, though the
kinds of images we want to present depend
on the culture in which we live.
66. Social Psychology
Elliot Aronson
University of California, Santa Cruz
Timothy D. Wilson
University of Virginia
Robin M. Akert
Wellesley College
slides by Travis Langley
Henderson State University
6th edition