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 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.
SOCIAL COGNITION (Psych 201 - Chapter 4 - Spring 2014)Melanie Tannenbaum
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.
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.
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.
The document is a playlist for a psychology class on attitudes, behavior, and rationalization. It includes songs that relate to topics being covered in the class, such as self-perception theory, cognitive dissonance, intrinsic and extrinsic motivators, and effort justification. The playlist indicates the chapter topics that will be covered in the class, which explore what attitudes are, predicting behavior from attitudes, self-perception theory, and broader rationalization.
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 provides recommendations for schools to address bullying. It emphasizes the importance of increasing student engagement, modeling caring behavior, offering mentoring programs, and providing service learning opportunities to improve school connectedness. It also recommends addressing the transition to middle school, starting prevention programs early, and tailoring programs to local conditions rather than using prefabricated curriculums. The document discusses recognizing and responding to bullying by stopping harmful behaviors, protecting targets, and applying consequences while also helping those exhibiting bullying behaviors change through understanding themselves and receiving empathy.
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 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.
SOCIAL COGNITION (Psych 201 - Chapter 4 - Spring 2014)Melanie Tannenbaum
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.
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.
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.
The document is a playlist for a psychology class on attitudes, behavior, and rationalization. It includes songs that relate to topics being covered in the class, such as self-perception theory, cognitive dissonance, intrinsic and extrinsic motivators, and effort justification. The playlist indicates the chapter topics that will be covered in the class, which explore what attitudes are, predicting behavior from attitudes, self-perception theory, and broader rationalization.
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 provides recommendations for schools to address bullying. It emphasizes the importance of increasing student engagement, modeling caring behavior, offering mentoring programs, and providing service learning opportunities to improve school connectedness. It also recommends addressing the transition to middle school, starting prevention programs early, and tailoring programs to local conditions rather than using prefabricated curriculums. The document discusses recognizing and responding to bullying by stopping harmful behaviors, protecting targets, and applying consequences while also helping those exhibiting bullying behaviors change through understanding themselves and receiving empathy.
This document discusses strategies for character formation in students. It begins by quoting sources that emphasize the importance of character development through lifelong personal and community effort. It then discusses research finding that people who rescued Jews during the Holocaust did so because of how they were raised. Several psychiatrists are quoted emphasizing how character, rather than passion, enables people to endure hardships and keeps marriages together. The document then outlines issues currently facing society like rising suicide rates and substance abuse among youth. It argues that enhancing moral intelligence through character formation is the best approach to addressing these issues. A variety of classroom strategies are proposed, including implementing an economic system, developing moral intelligence, and focusing on character strengths like trustworthiness, respect, and citizenship.
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) - 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
DEVELOPING GRIT, RESILIENCE AND EMPATHYMann Rentoy
The document welcomes participants and states that the event will start at exactly 3:00pm. This message is repeated multiple times throughout the document.
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
This document discusses strategies for developing empathy, resilience, and grit in students. It provides principles for character education from Theodore Roosevelt and Rafe Esquith. Specific strategies are presented for cultivating empathy, including teaching emotional literacy, developing a moral identity, perspective taking, moral imagination, self-regulation, kindness, collaboration, and moral courage. Concrete strategies are outlined for raising caring children, such as looking face-to-face, using emotion words, praising caring actions, capturing caring moments, using real events and books, being a caring role model, and reflecting on kindness. Overall, the document promotes the development of empathy and character in students.
This document provides information on building character virtues like empathy, conscience, self-control, respect, and kindness. It discusses the importance of modeling virtues, teaching virtue concepts, and using moral discipline. Some key points:
- Character is developed through lifelong personal and community effort, not naturally.
- Three steps to build stronger conscience are creating a moral context, teaching virtues, and using moral discipline.
- Self-control can be nurtured by modeling it, encouraging self-motivation, and teaching impulse control.
- Respect is conveyed by modeling, enhancing respect for authority, and emphasizing manners.
- Kindness is taught by defining it, establishing zero tolerance for unkind acts, and
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
Sponsored by http://bit.ly/BullyLesson1 I help schools target bullies in an attempt to reduce bullying behaviors on campus. Free resources are included in this presentation to help teachers discipline the bully.
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
BULLY PREVENTION THROUGH CHARACTER FORMATIONMann Rentoy
This document provides information and strategies for preventing bullying in schools. It begins by outlining the 6 Rs of bullying prevention: set clear rules, teach how to recognize bullying, teach how to report bullying, teach how to respond to bullying, teach how to refuse bullying, and replace current beliefs or behavior. It then discusses the problems caused by bullying and provides data on its educational, societal, and health costs. The remainder of the document offers various strategies schools can implement to promote inclusion, build character, and prevent bullying, such as class meetings, cooperative learning, peer mentoring, bibliotherapy, and emphasizing empathy.
EFFECTIVE CLASS ADVISORY (Oro Christian Grace)Mann Rentoy
The document discusses the role and expectations of an effective Class Adviser in a school. It states that an effective Class Adviser has the greatest impact on student formation and the spirit of the class. The Class Adviser is expected to have a full understanding of the school's spirit, be able to easily communicate with students and parents, and have the intellectual capacity and skills to coordinate various class activities and concerns.
URGENCY OF CHARACTER FORMATION: Strategies and Proven MethodsMann Rentoy
The document provides information about a welcome event that will begin at exactly 3pm. It includes repeated welcome messages and mentions that the event will begin at 3pm. It also includes an unrelated prayer and details about a teacher. The overall document lacks focus and includes unrelated sections.
This document outlines Lesson 2 of a course on developing positive values and unlearning prejudice. The lesson focuses on understanding identity. It discusses how identity is shaped by various personal factors and helps participants reflect on their own identities. The lesson also explores how children develop identity and self-esteem through messages from family as well as how Persona Dolls can help children establish a positive sense of identity. The lesson concludes with a quiz to assess understanding.
1) The document discusses the importance of teachers in shaping the character of students, especially in today's wired world with many negative influences. It emphasizes that every teacher is a character formator, not just another subject teacher.
2) It outlines 10 virtues that are important for good character: wisdom, justice, fortitude, self-control, love, positive attitude, hard work, integrity, gratitude, and humility.
3) The document provides several strategies and ideas for teachers to promote good character in students, such as being a strong moral example, using teachable moments, and incorporating the Golden Rule daily.
This document outlines Lesson 4 of a course on developing an anti-bias approach. The lesson focuses on values and attitudes. It includes the following:
- Learning objectives of reflecting on one's own values and attitudes and how they affect behavior
- An introduction that defines values and attitudes and how they differ between individuals and cultures
- An activity where learners rank a list of values by importance to explore their personal values
- Another activity where learners choose members for a new isolated society to gain insight into their attitudes
- A video example of how persona dolls can help children understand people with disabilities
- An end of lesson quiz to assess understanding of the topics covered
This document outlines Lesson 3 of a course on understanding discrimination. The lesson objectives are to understand unfair treatment based on identity, identify different types of discrimination, and reflect on the impact. It discusses racial, gender, disability, religious, and LGBT discrimination. It also addresses discrimination against young children and ways to challenge bias through questioning and using persona dolls. The lesson ends with a quiz to assess understanding and reflection on what was learned.
This document from the Mississippi State Department of Health provides lesson plans and activities for teaching adolescent development. It includes exercises for students to create "circles of community" diagrams identifying the different communities they feel connected to. Another activity has students discuss body image by brainstorming body parts people often dislike and creating collages of attractive people. The document also includes lessons on self-esteem, with activities like having students identify events that may damage their "IALAC sign" representing feelings of self-worth. It aims to help students understand adolescent development topics and reflect on their communities, bodies, and self-esteem.
This document provides an overview of social psychology. It discusses key topics like social cognition, attitudes, persuasion, group influence, relationships, altruism, aggression, and prejudice. It outlines the theoretical frameworks of social psychology including evolutionary, social learning, socio-cultural, social cognitive, and phenomenological perspectives. It also examines how behavior is influenced by both personal and situational factors and how social psychology research integrates various topics.
This document discusses strategies for character formation in students. It begins by quoting sources that emphasize the importance of character development through lifelong personal and community effort. It then discusses research finding that people who rescued Jews during the Holocaust did so because of how they were raised. Several psychiatrists are quoted emphasizing how character, rather than passion, enables people to endure hardships and keeps marriages together. The document then outlines issues currently facing society like rising suicide rates and substance abuse among youth. It argues that enhancing moral intelligence through character formation is the best approach to addressing these issues. A variety of classroom strategies are proposed, including implementing an economic system, developing moral intelligence, and focusing on character strengths like trustworthiness, respect, and citizenship.
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) - 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
DEVELOPING GRIT, RESILIENCE AND EMPATHYMann Rentoy
The document welcomes participants and states that the event will start at exactly 3:00pm. This message is repeated multiple times throughout the document.
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
This document discusses strategies for developing empathy, resilience, and grit in students. It provides principles for character education from Theodore Roosevelt and Rafe Esquith. Specific strategies are presented for cultivating empathy, including teaching emotional literacy, developing a moral identity, perspective taking, moral imagination, self-regulation, kindness, collaboration, and moral courage. Concrete strategies are outlined for raising caring children, such as looking face-to-face, using emotion words, praising caring actions, capturing caring moments, using real events and books, being a caring role model, and reflecting on kindness. Overall, the document promotes the development of empathy and character in students.
This document provides information on building character virtues like empathy, conscience, self-control, respect, and kindness. It discusses the importance of modeling virtues, teaching virtue concepts, and using moral discipline. Some key points:
- Character is developed through lifelong personal and community effort, not naturally.
- Three steps to build stronger conscience are creating a moral context, teaching virtues, and using moral discipline.
- Self-control can be nurtured by modeling it, encouraging self-motivation, and teaching impulse control.
- Respect is conveyed by modeling, enhancing respect for authority, and emphasizing manners.
- Kindness is taught by defining it, establishing zero tolerance for unkind acts, and
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
Sponsored by http://bit.ly/BullyLesson1 I help schools target bullies in an attempt to reduce bullying behaviors on campus. Free resources are included in this presentation to help teachers discipline the bully.
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
BULLY PREVENTION THROUGH CHARACTER FORMATIONMann Rentoy
This document provides information and strategies for preventing bullying in schools. It begins by outlining the 6 Rs of bullying prevention: set clear rules, teach how to recognize bullying, teach how to report bullying, teach how to respond to bullying, teach how to refuse bullying, and replace current beliefs or behavior. It then discusses the problems caused by bullying and provides data on its educational, societal, and health costs. The remainder of the document offers various strategies schools can implement to promote inclusion, build character, and prevent bullying, such as class meetings, cooperative learning, peer mentoring, bibliotherapy, and emphasizing empathy.
EFFECTIVE CLASS ADVISORY (Oro Christian Grace)Mann Rentoy
The document discusses the role and expectations of an effective Class Adviser in a school. It states that an effective Class Adviser has the greatest impact on student formation and the spirit of the class. The Class Adviser is expected to have a full understanding of the school's spirit, be able to easily communicate with students and parents, and have the intellectual capacity and skills to coordinate various class activities and concerns.
URGENCY OF CHARACTER FORMATION: Strategies and Proven MethodsMann Rentoy
The document provides information about a welcome event that will begin at exactly 3pm. It includes repeated welcome messages and mentions that the event will begin at 3pm. It also includes an unrelated prayer and details about a teacher. The overall document lacks focus and includes unrelated sections.
This document outlines Lesson 2 of a course on developing positive values and unlearning prejudice. The lesson focuses on understanding identity. It discusses how identity is shaped by various personal factors and helps participants reflect on their own identities. The lesson also explores how children develop identity and self-esteem through messages from family as well as how Persona Dolls can help children establish a positive sense of identity. The lesson concludes with a quiz to assess understanding.
1) The document discusses the importance of teachers in shaping the character of students, especially in today's wired world with many negative influences. It emphasizes that every teacher is a character formator, not just another subject teacher.
2) It outlines 10 virtues that are important for good character: wisdom, justice, fortitude, self-control, love, positive attitude, hard work, integrity, gratitude, and humility.
3) The document provides several strategies and ideas for teachers to promote good character in students, such as being a strong moral example, using teachable moments, and incorporating the Golden Rule daily.
This document outlines Lesson 4 of a course on developing an anti-bias approach. The lesson focuses on values and attitudes. It includes the following:
- Learning objectives of reflecting on one's own values and attitudes and how they affect behavior
- An introduction that defines values and attitudes and how they differ between individuals and cultures
- An activity where learners rank a list of values by importance to explore their personal values
- Another activity where learners choose members for a new isolated society to gain insight into their attitudes
- A video example of how persona dolls can help children understand people with disabilities
- An end of lesson quiz to assess understanding of the topics covered
This document outlines Lesson 3 of a course on understanding discrimination. The lesson objectives are to understand unfair treatment based on identity, identify different types of discrimination, and reflect on the impact. It discusses racial, gender, disability, religious, and LGBT discrimination. It also addresses discrimination against young children and ways to challenge bias through questioning and using persona dolls. The lesson ends with a quiz to assess understanding and reflection on what was learned.
This document from the Mississippi State Department of Health provides lesson plans and activities for teaching adolescent development. It includes exercises for students to create "circles of community" diagrams identifying the different communities they feel connected to. Another activity has students discuss body image by brainstorming body parts people often dislike and creating collages of attractive people. The document also includes lessons on self-esteem, with activities like having students identify events that may damage their "IALAC sign" representing feelings of self-worth. It aims to help students understand adolescent development topics and reflect on their communities, bodies, and self-esteem.
This document provides an overview of social psychology. It discusses key topics like social cognition, attitudes, persuasion, group influence, relationships, altruism, aggression, and prejudice. It outlines the theoretical frameworks of social psychology including evolutionary, social learning, socio-cultural, social cognitive, and phenomenological perspectives. It also examines how behavior is influenced by both personal and situational factors and how social psychology research integrates various topics.
Heuristics are simple rules or mental shortcuts that allow humans to make decisions quickly and with limited information. The document discusses several types of heuristics including: the gaze heuristic, recognition heuristic, social heuristics like "do what the majority do", and heuristics based on reasons like take the best and tallying. It also covers cognitive biases like hindsight bias. Overall, the document examines how heuristics demonstrate bounded rationality and how humans use fast and frugal mental shortcuts to make decisions in an efficient manner.
1) The document discusses various concepts related to decision making and reasoning, including heuristics, biases, deductive and inductive reasoning, and syllogisms.
2) Key heuristics and biases discussed include availability, anchoring, framing effects, representativeness, and confirmation bias.
3) Deductive reasoning uses logical propositions and premises to reach certain conclusions, while inductive reasoning uses specific observations to derive probable conclusions.
4) Syllogisms are deductive arguments with two premises and a conclusion, and can take various forms like categorical and linear syllogisms.
How to scale up, out or down in Windows AzureCommon Sense
Juan De Abreu gave a presentation on scaling applications in Windows Azure. He discussed scaling up by increasing VM resources versus scaling out by adding more instances. Caching approaches like client-side caching and static content generation were presented to improve performance and scalability. The document also covered handling variable load through maintaining excess capacity or dynamically adding/removing instances using metrics and rules-based automation.
While making judgments and decisions about the world around us, we like to think that we are Objective,Logical, and
Capable of taking in and evaluating all the information that is available to us.
The reality is that our judgments and decisions are often
riddled with errors and influenced by a wide variety of biases.
The human brain is both remarkable and powerful, but certainly subject to limitations.
One type of fundamental limitation on human thinking is known as a cognitive bias.
This document discusses various approaches to analyzing system failures and outages, including root cause analysis. It notes that sequence-of-events analysis can oversimplify issues and ignore surrounding context. Epidemiological models that view failures as resulting from the alignment of multiple factors are preferable. Truly understanding failures requires examining how organizational, technical, and human factors interact as a complex system over time.
This document defines correlation as the relationship between two variables and how they depart from independence. It provides examples of correlational research questions about the relationship between time spent on homework and grades or junk food in schools and obesity. While correlation suggests an association, it does not prove that one variable causes the other. The example of past beliefs about ulcers being caused by stress and spicy foods is given, but researchers now know ulcers are actually caused by H. pylori bacteria. Correlation research can help design better experimental studies to understand causation.
People make many decisions. In decision-making scenarios people use rules of thumb (heuristics) to assist in decision-making. Often the heuristics lead to decisions contrary to the desired outcomes. This presentation outlines a set of cognitive biases common in decision making and how to prevent the biases or mitigate the consequences.
Psychology 102: Social processes, society & cultureJames Neill
This lecture provides an overview of several social psychology topics, particularly: what is social psychology, social influence (including conformity, obedience, and resistance), group decision-making, aggression, pro-social behaviour, altruism, conflict, and peace psychology
Building a Successful Organization By Mastering Failurejgoulah
The Etsy organization has grown by a significant amount over the last five years. As a company grows, more thought must be put into the techniques that it uses to communicate and deal with failures. This talk will cover several techniques that have helped foster a Just Culture, one in which an effort is made to balance both safety and accountability
Hello Everyone,
A big thank you for all the interest in this study guide. It was originally created as a fun introduction that took the Cognitive Bias wiki and tried to make it easier to memorize.
However, the authors of the wiki article have expressed some concern over the accuracy of certain entries. The document was taken down until that could be corrected.
But, people started asking that I release a new version with a warning. In response, a new "Beta version" of the document has been uploaded with a very strong warning label up front and improved citations. I make it clear that all the text is based on an evolving wiki page and that some of the cognitive biases in there might be incorrect wiki entries. My hope is that this will continue to get people interested in pitching in to help fix the Cognitive Bias wiki pages. :) When the wiki is in a good place, I will take the document out of Beta, and will remove the warning label.
If you are a cognitive expert, join “Operation Fix The Cognitive Bias Wiki!” Add your suggestion to the conversation here: http://en.wikipedia.org/wiki/Talk:List_of_cognitive_biases
Thanks for your interest!
Eric
P.S. . The images have been updated for better remixing and sharing rights. Rather than using permission based images, now all the images are public domain or free non-commercial use by anyone.
The document discusses four key research methods in psychology: experimental, descriptive, correlational, and biological research. Experimental research manipulates variables to determine cause and effect through controlled experiments. Descriptive research observes and records behavior without explaining causes. Correlational research observes relationships between two or more variables without manipulation. Biological research scientifically studies the brain and nervous system.
Correlation is a statistical technique used to determine the degree of relationship between two variables. Correlational research aims to identify and describe relationships but does not imply causation. Positive correlation indicates high scores on one variable are associated with high scores on the other, while negative correlation means high scores on one variable are associated with low scores on the other. Correlational research can be used for explanatory or predictive purposes. More complex techniques like multiple regression allow prediction using combinations of variables. Threats to internal validity like subject characteristics must be controlled.
This document provides an overview of key concepts in experimental research methods in psychology. It discusses how to construct a research hypothesis and identify independent and dependent variables. It also covers identifying extraneous and confounding variables, different experimental designs, sampling procedures, data collection techniques, statistical analysis including measures of central tendency and interpreting p-values. Finally, it discusses important ethical principles in conducting research such as protecting participant rights, informed consent, and the role of ethics committees in research oversight.
The document provides an overview of psychological research methods. It defines research as systematic inquiry aimed at understanding human behavior and mental processes. Various research methods are described, including experimental, quasi-experimental, and non-experimental designs. Key aspects of the research process like developing hypotheses, collecting both qualitative and quantitative data, ensuring reliability and validity, and addressing ethical considerations are summarized.
The document discusses the five-factor model of personality traits. It describes evidence that supports dividing personality into five broad domains: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. Research using trait terms from different languages, cross-cultural studies, and correlations between trait measures provides evidence for this five factor structure. The five factors have been shown to be stable over time while still allowing for some changes across the lifespan. Applications of the five-factor model include relationships to health, clinical diagnosis, and understanding the person-situation debate regarding trait consistency.
The document discusses correlation analysis and different types of correlation. It defines correlation as the linear association between two random variables. There are three main types of correlation:
1) Positive vs negative vs no correlation based on the relationship between two variables as one increases or decreases.
2) Linear vs non-linear correlation based on the shape of the relationship when plotted on a graph.
3) Simple vs multiple vs partial correlation based on the number of variables.
The document also discusses methods for studying correlation including scatter plots, Karl Pearson's coefficient of correlation r, and Spearman's rank correlation coefficient. It provides interpretations of the correlation coefficient r and coefficient of determination r2.
This document discusses nonexperimental research design. It defines nonexperimental research as observing phenomena as they occur naturally without introducing external variables. The main types of nonexperimental design discussed are descriptive design, correlational design, developmental design, and epidemiological design. Descriptive design aims to observe and describe variables, while correlational design examines relationships between variables. Developmental design looks at phenomena over time using cross-sectional or longitudinal approaches. Epidemiological design studies disease distribution and causes through cohort or case-control methods. Advantages of nonexperimental design include real-life applicability while disadvantages relate to lack of control over variables.
The document provides an outline for a Year 10 psychology course run over one semester. It will include 4 periods per week covering the history of psychology, areas of psychology like psychoanalysis and behaviorism, adolescent behavior, human relationships, dreams, intelligence and personality testing, body image, happiness, goal setting and motivation, forensic psychology, psychopaths and the brain. Assessment tasks will be completed throughout the semester in order to achieve a satisfactory grade.
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
Introduction to Psychology: Skyline Psych 100Meghan Fraley
This document outlines the syllabus for a general psychology course. It introduces the class format and assignments which include keeping a journal responding to reflection questions, participating in online discussions, and completing one writing project and one community psychology project. The course will cover various topics through lectures, activities, and small group discussions. Students are encouraged to approach learning with a critical thinking mindset as co-investigators through a process of dialogue and reflection. The purpose of studying psychology is discussed as providing self-knowledge and understanding human behavior and society through seminal studies that demonstrate how social roles, authority, awareness, gratification, and power can influence actions.
This document outlines a college seminar on culture shock. It discusses the stages of culture shock, including a honeymoon stage, crisis stage, adjustment stage, and mastery stage. It includes scenarios for students to role play about dealing with cultural differences. Students are instructed to find classmates from different backgrounds and cultures to interview about their values and experiences. The document encourages students to share their own experiences with overcoming culture shock and provides references for further information.
Loneliness is a growing public health epidemic that affects over 50% of people in the United States on a regular basis. Loneliness and social isolation have significant negative impacts on physical and mental health, increasing risks of conditions like high blood pressure, cognitive decline, and mortality. For people with disabilities, barriers often make it more difficult to form and maintain relationships, with the average person with disabilities having only about 24 relationships compared to 150 for others. The document provides strategies for individuals, families, and support systems to help reduce isolation by learning about a person's interests and strengths, identifying social opportunities in the community, and facilitating introductions and relationship building.
1) The document outlines a project for students to record a self-interview about their experiences during the COVID-19 lockdown.
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The Socratic method of tutoring involves asking students questions to develop an internal locus of control and help them find their own solutions, rather than directly telling them answers. This can involve questioning students about failures, lateness, or catastrophizing to help them gain insight. However, it requires patience and may not work with unreceptive students or when external factors like poor lecturing are at fault. Alternative tutoring methods include more direct feedback when the Socratic approach has no success.
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'Am I the only one ...?' Personalizing 'social' to connect with students.Tim Nekritz
A presentation leading to a discussion of ideas about what we—as social media and content managers, and as members of a college community—can do to help create a supportive, inclusive, welcoming environment for all students. Delivered at #ConfabEDU 2015 in New Orleans.
The document discusses the importance of relationships in middle years education. It argues that building trusting relationships with students will positively impact their learning, behavior, and future choices. It provides strategies for teachers to develop relationships, including getting to know students personally, acting as mentors, building a supportive classroom culture, and avoiding actions that damage trust. The key is for teachers to understand themselves and their students in order to best support adolescents through this developmental period.
Learn about ACT and bonus material from Child Teacher Relationship Training. Learn a few of the didactic lessons from the filial therapy model developed by Dr Garry Landreth and Dr Sue Bratton from the Center for Play Therapy. Christy Graham teaches this at conferences for child care professionals to deep their skills and help them join to lead the children they love.
The document outlines various health skills including decision making, refusal skills, and goal setting. It provides guidance on using the GREAT model for decision making which evaluates Give thought to the problem, Review options, Evaluate consequences, Assess values, and Think it over afterwards. Additionally, it describes how to use refusal skills to say no through asking questions, naming the trouble, stating consequences, suggesting alternatives, and moving on or leaving the door open.
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The document discusses the steps to request writing help from HelpWriting.net, including creating an account, completing an order form with instructions and deadline, and reviewing writer bids before authorizing payment after receiving the completed paper. Writers on the platform utilize a bidding system and customers can request revisions to ensure satisfaction, with refunds offered for plagiarized content. The process aims to fully meet customer needs for original, high-quality assignments.
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SOCIAL PSYCH INTRO (Psych 201 - Chapter 1 - Spring 2014)
1. THIS WEEK’S PLAYLIST
1
Artist Song
1. Weezer
Perfect Situation
Power of the Situation
2 will.i.am
I Got It From My Mama
Nature vs. Nurture; Proximal vs. Distal Influences
4. Taylor Swift
I Knew You Were Trouble
Hindsight Bias
5. Bill Withers
Lean On Me
Collectivist Cultural Values
6. Haddaway
What Is Love?
Operationalizing Constructs
7 Notorious B.I.G.
Mo Money Mo Problems
Understanding Correlations
3. THIS WEEK
!
○ Who are you?
!
!
○ What will this class be like?
!
!
○ A brief introduction to Social Psychology
4. ON YOUR INDEX CARD...
○ Name
!
!
○ Year in school (freshman, sophomore, etc.)
!
!
○ College major & future plans
!
!
○ One defining and/or interesting fact about yourself!
5. ABOUT ME
○ Name: Melanie Tannenbaum
!
○ Year: I am a 5th
year Ph.D. candidate in social psychology
!
○ Background: I’m originally from NY; I graduated from
Duke in 2009. Here at UIUC, I study persuasion,
motivation, the effects of social class on political attitudes,
and whether or not “scare tactics” work to change behavior.
!
○ Interesting Fact: This isn’t all I teach! I’m also a group
fitness instructor; I teach PiYo (Pilates/Yoga) & Zumba.
I also like competing in Tough Mudders & Spartan Races ☺
6. SYLLABUS
I strongly encourage you
to come to class having
read the textbook...
!
...but lecture will
highlight important points
from the book.
7. SYLLABUS
There are 12 Psych 201
sections, and I only teach 2.
Exams are the same for all
sections. Other instructors
may highlight different
things in their classes.
!
I will do my best to make
sure I cover everything on the
exams, but I can’t guarantee
it. You should be comfortable
with the textbook material.
8. SYLLABUS
● Participation: Available in lecture only
○ Assessed using iClickers
○ There will be several iClicker questions during each class period; you
only have to answer one in order to receive credit, and any answer
(even an incorrect one) will count.
○ Please see me after class if you have issues with your iClicker on any
particular day (but this should not be frequent, please!)
!
● Extra Credit: Up to 3% added onto your final grade
○ If your final grade would be an 89, it would get bumped up to a 92
○ Psychology Subject Pool - 1% for each hour of participation up to 3%
○ For over ½ of the students last semester who did not participate in
studies, doing so would have made of a difference of at least ½ a letter
grade (and 2 people could have gone from a B+ to an A!)
○ Most people who did participate moved up at least ½ a letter grade
11. ICLICKERS
If you get a new iClicker
during the semester, or if
you have more than one
already, please register
all numbers, or else you
won’t get credit for your
participation!
12. PLEASE DO NOT...
○ Oversleep and miss your midterm or final exam
● ...especially if it is at 7 PM
!
!
○ Book a non-refundable flight the day before your exam
!
!
○ Forget the date and/or time and/or room of your exam
13. GRADES: WILL NOT BE ROUNDED UP
○ Yes, I mean it.
!
!
○ No, there are really no exceptions.
!
!
○ Even if you need a certain grade to graduate, remain a
student in good standing, not get yelled at by your
parents, etc...
14. !
!
I really want everyone to get an A in this class,
but earning the A is UP TO YOU.
16. WHY TAKE SOCIAL PSYCHOLOGY?
○ Required
!
!
○ Recommended by a friend/classmate
!
!
○ Not at 8 AM
17. WHAT IF THIS CLASS COULD...
○ Impact your view of pop culture?
!
○ Change how you read literature, listen to music, or
understand current events?
!
○ Help you pursue your goals, change people’s
attitudes, or get someone to like you?
18. GIVE ME MY SODA!
Does it really matter how big our food/drink containers are?
19. WHEN WILL
YOU BE FULL?
WHEN I
REACH THE
BOTTOM.
WELL, GOOD
LUCK WITH
THAT.
20.
21. WHEN WILL
YOU BE FULL?
WHEN I
REACH THE
BOTTOM.
WELL, GOOD
LUCK WITH
THAT.
75%
22.
23.
24.
25. GIVE ME MY SODA!
Does it really matter how big our food/drink containers are?
26. GIVE ME MY SODA!
Yes. People really will drink more soda if they have bigger containers.
27. GIVE ME PORN!
Does it really matter if the U.K. has an internet porn filter?
39. GIVE ME PORN!
Does it really matter if the U.K. has an internet porn filter?
40. GIVE ME PORN!
Yes. Even if they can “opt out” of the filter...
...most people are probably too lazy to bother.
41. A FEW QUESTIONS...
1. Your little sister wants to be an artist, but her art is
terrible. Your parents want you to encourage her by
telling her that her art is really good. You would be most
likely to change your mind and actually start to think her
art is really good if your parents gave you...
!
A) $5 for telling your sister that her art is good
B) $20 for telling your sister that her art is good
C) $100 for telling your sister that her art is good
D) No money for telling your sister that her art is good
42. A FEW QUESTIONS...
2. You’re getting married, and you want to make sure that
you and your spouse-to-be don’t get divorced. Research
tells us that there are four “dangerous behaviors” to avoid
in relationships, and by observing the presence (or
absence) of these behaviors during a 15-minute
interaction, we can predict whether or not a couple will
divorce. How accurate do you think these predictions are?
!
A) These behaviors predict divorce with 52% accuracy.
B) These behaviors predict divorce with 68% accuracy.
C) These behaviors predict divorce with 87% accuracy.
D) These behaviors predict divorce with 93% accuracy.
43. A FEW QUESTIONS...
3. UIUC is considering a pay-for-grades policy; students
would be paid $100 for every “A” they get each semester.
What do you think would be the effect of this policy?
!
A) Students would be more motivated to learn
B) Students would be less motivated to learn
C) Students would be more motivated at first, but
eventually be even less motivated than before the policy
D) Students would be less motivated at first, but
eventually be even more motivated than before the policy
44. A FEW 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 by...
!
A) Reminding her that she liked the last party she went to
B) Telling her this would be a good chance to test that belief
C) Asking her to list 10 examples of times she was outgoing
D) Asking her to list 10 examples of times she was shy
45. You will learn about all of this (and more!)
in this class.
46. You will learn about all of this (and more!)
in this class.
Hindsight Bias
!
The tendency to see events
that have already occurred as
more predictable than they
really were.
!
“I knew it all along!”
47. You will learn about all of this (and more!)
in this class.
After you learn about a social
psychology finding, it might
seem “obvious.”
!
Remember that things are
not always so predictable
when you don’t already know
about them...this is why
studying social psychology is
so important! And I’m so
happy that you are here! ☺
48. CHAPTER 1 PLAN
!
○ Characterizing Social Psychology
!
!
○ 3 important themes
● Power of the Situation
● Construal
● Proximal vs. Distal Influences
49. WHAT IS SOCIAL PSYCHOLOGY?
• The scientific study of how people’s thoughts,
feelings, and behaviors are influenced by the
actual, imagined, or implied presence of others.
• Scientific Study
!
• Thoughts, Feelings, Behaviors
!
• Presence of Others
50. WHAT IS NOT SOCIAL PSYCHOLOGY?
○ Personality Psychology
● We tend to (though not always) focus on more fleeting,
environmental influences; they often focus on personality
traits or how people are consistent over time.
!
○ Cognitive Psychology
● We focus exclusively on social behavior; they often study
things like reading, language acquisition, etc.
!
○ Sociology/Anthropology
● We tend to focus more on individual behavior; they can
examine many of the same behaviors, but tend to look at
how these behaviors are displayed across an entire country,
culture, or society.
51. THE POWER OF THE SITUATION
○ Kurt Lewin
● Father of Social Psych
!
○ B = f (P, E)
● Behavior is a function of the
person and the environment
!
○ The situation is important,
not just personality!
52. SITUATION: PROXIMAL VS. DISTAL FORCES
○ Here & Now
!
○ Immediate Situation
○ Perceptions/Construal
!
○ Perceiving/reacting to
immediate situation
○ Removed In Time
!
○ Culture/Socialization
○ Evolution
!
○ Shapes behavior on a
broader scale
Proximal Distal
54. PROXIMAL FACTORS
○ “Good Samaritan” Study
● Darley & Batson, 1973
!
○ Seminary Students
!
○ “You’ll be giving a speech across campus.”
!
!
○ ½: Prepare a speech on the “Good Samaritan” Parable
○ ½: Prepare a speech on a neutral topic
!
!
○ ½: “Oh no, you’re late! You have to rush there ASAP!”
○ ½: “Don’t worry, you have plenty of time!”
55. PROXIMAL FACTORS
On the way, they passed a man on the street
who clearly needed help.
!
Psychologists were spying from the side of the road.
Which group of people do you think were
most likely to stop and help him?
56. PERSONALITY?
Seminary students have dedicated their lives to
helping others...these are all very good people.
!
They should all stop to help!
57. PERSONALITY?
Seminary students have dedicated their lives to
helping others...these are all very good people.
!
They should all stop to help!
58. WHAT’S ON YOUR MIND?
The ones giving a speech on the Good Samaritan
literally had the idea of helping others right there at
the fronts of their minds... (it was primed)
!
They should be more likely to stop and help
others on the way to the speech!
59. WHAT’S ON YOUR MIND?
The ones giving a speech on the Good Samaritan
literally had the idea of helping others right there at
the fronts of their minds... (it was primed)
!
They should be more likely to stop and help
others on the way to the speech!
61. WHAT REALLY HAPPENED...
0%
15%
30%
45%
60%
In A Hurry Not In A Hurry
Percentagewhostoppedtohelp
Even seminary
students who were on
their way to give a
speech about the Good
Samaritan did not stop
to help if they were in a
hurry.
63. CHANNEL FACTORS
Situational circumstances that appear unimportant but
have great consequences for behavior, either facilitating it,
guiding it, or blocking it.
The size of the plate Being in a hurry
64. THE ROLE OF CONSTRUAL
CONSTRUAL
!
People’s interpretation and inferences about the stimuli or
situations they confront.
!
What is this symbol?
65. THE ROLE OF CONSTRUAL
CONSTRUAL
!
People’s interpretation and inferences about the stimuli or
situations they confront.
!
What is this symbol?
66. THE ROLE OF CONSTRUAL
CONSTRUAL
!
People’s interpretation and inferences about the stimuli or
situations they confront.
!
What is this symbol?
67. THE ROLE OF CONSTRUAL
Many times, the actual situation itself is not as
important as how you interpret it.
68. THE ROLE OF CONSTRUAL
○ What kind of experience do you expect when you sit
down to watch this movie?
● http://www.youtube.com/watch?v=bztYTkBiR0Q
!
!
○ What about this one?
● http://www.youtube.com/watch?v=KmkVWuP_sO0
!
!
○ Context makes a difference!
69. THE ROLE OF CONSTRUAL
!
!
!
Construals determine how we perceive and judge the world
around us & social situations
!
http://www.youtube.com/watch?v=lTVZheHPcNc
70. THE ROLE OF CONSTRUAL
○ Schemas: Generalized knowledge about the physical and
social world, such as how to behave in certain situations
and with certain kinds of people.
!
!
○ Schemas make it easy to go into “auto-pilot” in most
situations – they are necessary for daily functioning.
!
!
○ Stereotypes are a specific type of schema; you can think
of schemas like “stereotypes, but not just for people.”
73. NORMAL BEHAVIOR.
○ Talk loudly with friends
!
○ Wear “going out” clothes
!
○ Hold a Solo cup
!
○ Take pictures
○ Sit quietly
!
○ Wear a backpack
!
○ Hold your laptop
!
○ Take notes
PARTY CLASS
74. NORMAL BEHAVIOR?
○ Talk loudly with friends
!
○ Wear “going out” clothes
!
○ Hold a Solo cup
!
○ Take pictures
○ Sit quietly
!
○ Wear a backpack
!
○ Hold your laptop
!
○ Take notes
CLASS PARTY
75. IMAGINE THAT THIS IS YOUR BRAIN...
Your conscious thoughts,
feelings, and behaviors are just
the tip of the iceberg!
!
There is a lot that goes on
beneath the surface that you
don’t even realize.
76. IMAGINE THAT THIS IS YOUR BRAIN...
And I know what you’re
thinking, but this doesn’t
necessarily mean things like
dream analysis, penis envy,
wanting to sleep with your Mom
and kill your Dad, psychic
energies, ESP...
(although it can, I guess, if you’re
into that stuff.)
77. IMAGINE THAT THIS IS YOUR BRAIN...
It just means that we might have
culturally learned attitudes that
we might not even endorse but
are still there in our brains
anyway, or automatic mental
schemas meaning that hearing a
certain word will activate related
concepts in our minds, or “gut
reactions” to situations that we
can’t control (though we can
control how we respond to
them)...and so on!
78. SUMMARY SO FAR
○ Proximal Factors
● Power Of The Situation
● Construal
● Channel Factors
!
○ What about distal factors?
● Broader aspects of culture, evolution, etc.
● Things that are not quite so immediate/obvious
79. WHO AM I?
○ Finish the sentence “I am...” a few times in your head.
!
!
○ Complete the sentences using self-descriptions that you
think best define who you are.
!
!
○ Think to yourself about what most of these sentences
look like before I switch to the next slide.
80. DID YOUR SENTENCES LOOK MORE LIKE...
○ I am intelligent.
!
○ I am artistic.
!
○ I am friendly.
!
○ I am charitable.
!
○ I am athletic.
○ I am a good daughter.
!
○ I am a brother.
!
○ I am a loyal friend.
!
○ I am a Tri Delt.
!
○ I am a UIUC student.
...this? ...or this?
83. IMPORTANCE OF CULTURE
!
!
This is just one (admittedly big) way
in which cultures differ
!
!
Depending on culture, people may be more (or less) likely to
cooperate, assign different roles to men and women, or behave in
certain ways.
84. COLLECTIVISTS MAY BE MORE LIKELY TO...
!
!
Keep a secret to preserve the harmony of the group.
!
!
Work harder after failure to avoid bringing shame to one’s family.
!
!
Buy a car that is advertised by emphasizing the great times you’ll
have in it with your friends and family.
85. INDIVIDUALISTS MAY BE MORE LIKELY TO...
!
!
Tattle or whistleblow to get individual glory/save one’s own skin
!
!
Switch to a different task after failure to find something he/she is
personally good at.
!
!
Buy a car that is advertised by emphasizing how you’ll stand out
from the crowd and be seen as a trendsetter.
86. CHAPTER 1:
MOST IMPORTANT POINTS
○ What is social psychology?
!
!
○ How is it different from
other disciplines?
!
!
○ What are construals? Why
are they so important?
○ What is a schema?
!
!
○ What was the main point of the
Good Samaritan study?
!
!
○ Is the situation important?
(Hint: Yes.)
!
○ What is the difference between
individualist and collectivist
cultures?