Social psychology is the study of how people think, feel, and behave in social situations. There are two main areas of study: social cognition, which involves how people make sense of their social environment through mental processes like person perception, attribution, and attitudes; and social influence, which examines how behavior is affected by social situations and other people through conformity, obedience, and helping behaviors. Experiments have shown that people conform to group pressures even when the group is clearly wrong, and most participants in Milgram's study obediently administered what they believed were dangerous electric shocks when instructed by an authority figure.
Sociocultural Level of Analysis: Sociocultural CognitionMackenzie
Notes from chapter 4.1 in my IB HL Psychology textbook! All about the Sociocultural Level of Analysis, culture, attribution, norms, stereotypes, and whatnot.
Sociocultural Level of Analysis: Sociocultural CognitionMackenzie
Notes from chapter 4.1 in my IB HL Psychology textbook! All about the Sociocultural Level of Analysis, culture, attribution, norms, stereotypes, and whatnot.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. Two Main Areas of Study
• Social Cognition--making sense of the social
environment
• Social influence--how behavior is affected
by situation and other people
4. Social Cognition
The mental processes that people use to
make sense out of their social environment
– Person perception
– Social categorization
– Implicit personality theory
– Attribution
– Attitudes
– Stereotypes
5. Person Perception
• Your reactions are determined by your
perceptions of others
• Your goals determine the amount and kind
of information you collect
• You evaluate people partly in terms of how
you expect them to behave (social norms)
• Your self-perception influences how you
perceive others
7. Social Categorization
• Take 2 minutes to write a brief personality sketch of
Democrats and Republicans.
Do your descriptions differ? Why?
8. Implicit Personality Theory
Personal beliefs
about the
relationships
among other’s
physical
characteristics,
personality traits,
and specific
behaviors
9. Physical Attractiveness
• Implicit cultural message is “beautiful is good”
• Attractive people are perceived as more intelligent,
happier, and better adjusted
• Really no difference between attractive and less
attractive people having these characteristics
• Attractive people are more likely to attribute other
people’s approval of their accomplishments to looks
rather than effort or talent.
10. Attribution
• Process of inferring the causes of people’s
behavior, including one’s own.
• The explanation given for a particular behavior.
11. Attribution Bias
• Fundamental attribution error – behavior explained by
personality
• Actor-observer discrepancy – the role we play
determines if the cause is perceived as external or internal
• Blaming the victim – when we can’t help, we blame
• Self-serving bias – success is skill, failure is
circumstance
• Self-effacing bias – success is circumstance, failure is
flaw
12. Attribution Bias
• basking-in-reflected-glory (BIRG): increasing our self-
esteem by associating with others who are successful
• cut-off-reflected-failure (CORF): maintaining our self-
esteem by cutting off or denying our association with
others who have failed
13. Using Attitudes as Ways
to “Justify” Injustice
• Just-world bias
– a tendency to believe that life is fair, e.g., it would
seem horrible to think that you can be a really good person and
bad things could happen to you anyway
• Just-world bias leads to “blaming the victim”
– we explain others’ misfortunes as being their fault:
– e.g., she deserved to be raped, what was she doing
in that neighborhood anyway?
14. Cross-Cultural Differences
• Western culture
– individualistic
– people are in charge
of own destinies
– more attributions to
personality
• Some Eastern cultures
– collectivist
– fate in charge of destiny
– more attributions to
situation Age (years)
8 11 15 Adult
0.70
0.60
0.50
0.40
0.30
0.20
0
United States
India
Attributions
to
internal
disposition
15. Attitudes
What is an attitude?
– predisposition to evaluate some people, groups, or
issues in a particular way
– can be negative or positive
– has three components
• Cognitive—thoughts about given topic or situation
• Affective—feelings or emotions about topic
• Behavioral—your actions regarding the topic or situation
16. Cognitive Dissonance
• Unpleasant state of psychological tension or
arousal that occurs when two thoughts or
perceptions are inconsistent
• Attitudes and behaviors are in conflict
– it is uncomfortable for us
– we seek ways to decrease discomfort caused by the
inconsistency
17. Dissonance-Reducing Mechanisms
• Avoiding dissonant information
– we attend to information in support of our
existing views, rather than information that
doesn’t support them
• Firming up an attitude to be consistent
with an action
– once we’ve made a choice to do something,
lingering doubts about our actions would cause
dissonance, so we are motivated to set them aside
19. Stereotypes
What is a stereotype?
– A cluster of characteristics associated with all
members of a specific group of people
– a belief held by members of one group about
members of another group
20.
21. Social Categories
• In-group—the social group to which we
belong an/or model
– In-group bias—tendency to make favorable
attributions for members of our in-group
– Ethnocentrism is one type of in-group bias
• Out-group—the social group to which you
do not belong and/or have competition with
– Out group homogeneity effect—tendency to
see members of the out-group as more similar
to each other
22. Social Identity and Cooperation
Social identity theory
– states that when you’re assigned to a group, you
automatically think of that group as an in-group for you
– Sherif’s Robbers Cave study
• 11–12 year-old boys at camp
• boys were divided into 2 groups and kept separate
from one another
• each group took on characteristics of distinct social
group, with leaders, rules, norms of behavior, and
names
23. Robbers Cave (Sherif)
• Leaders proposed series of competitive
interactions which led to 3 changes between
groups and within groups
– within-group solidarity
– negative stereotyping of other group
– hostile between-group interactions
24. Robbers Cave
Overcoming the strong we/they effect
establishment of common goals--groups had
to cooperate to solve a common problem
• e.g., breakdown in camp water supply
25. Social Influence
How behavior is influenced by the social
environment and the presence of other people
• Conformity
• Obedience
• Helping behaviors
26. Conformity
• Adopting attitudes or behaviors of others
because of pressure to do so; the pressure
can be real or imagined
• 2 general reasons for conformity
– Informational social influence—other people can
provide useful and crucial information
– Normative social influence—desire to be accepted
as part of a group leads to that group having an
influence
28. Asch’s Experiments
on Conformity
• All but 1 in group was
confederate
• Seating was rigged
• Asked to rate which
line matched a
“standard” line
• Confederates were
instructed to pick the
wrong line 12/18
times Comparison lines
Standard lines
1 2 3
29. Asch’s Experiments
on Conformity
• Results
– Asch found that 75% participants conformed to at least one
wrong choice
– subjects gave wrong answer (conformed) on 37% of the
critical trials
• Why did they conform to clearly wrong
choices?
– informational influence?
– subjects reported having doubted their own perceptual
abilities which led to their conformance – didn’t report seeing
the lines the way the confederates had
30. Obedience
• Obedience
– compliance of person is
due to perceived authority
of asker
– request is perceived as a
command
• Milgram interested in
unquestioning
obedience to orders
31. Stanley Milgram’s Studies
Basic study procedure
– teacher and learner
(learner always
confederate)
– watch learner being
strapped into chair
– learner expresses concern
over his “heart condition”
32. Stanley Milgram’s Studies
• Teacher goes to another room with
experimenter
• Shock generator panel – 15 to 450 volts,
labels “slight shock” to “XXX”
• Asked to give higher shocks for every
mistake learner makes
33. Stanley Milgram’s Studies
• Learner protests
more and more as
shock increases
• Experimenter
continues to request
obedience even if
teacher balks
120
150
300
330
“Ugh! Hey this really hurts.”
“Ugh! Experimenter! That’s all.
Get me out of here. I told you
I had heart trouble. My heart’s
starting to bother me now.”
(agonized scream) “I absolutely
refuse to answer any more.
Get me out of here. You can’t hold
me here. Get me out.”
(intense & prolonged agonized
scream) “Let me out of here.
Let me out of here. My heart’s
bothering me. Let me out,
I tell you…”
34. Obedience
• How many people would go to the
highest shock level?
• 65% of the subjects went to the
end, even those that protested
36. Explanations for
Milgram’s Results
• Abnormal group of subjects?
– numerous replications with variety of groups
shows no support
• People in general are sadistic?
– videotapes of Milgram’s subjects show
extreme distress
37. Explanations for
Milgram’s Results
• Obedience framework--subjects volunteered
and accepted payment
• Context--prestige and “advancement of
science”
• Experimenter self-assurance and acceptance
of responsibility
• Separation of learner and experimenter
• New situation and no model of how to behave
38. Percentage of subjects administering
the maximum shock (450 volts)
0 10 20 30 40 50 60 70
Follow-Up Studies to Milgram
• Original study
• Different building
• Teacher with learner
• Put hand on shock
• Orders by phone
• Ordinary man orders
• 2 teachers rebel
• Teacher chooses
shock level
39. Critiques of Milgram
• Although 84% later said they were glad to
have participated and fewer than 2% said
they were sorry, there
are still ethical issues
• Do these experiments really help us
understand real-world atrocities?
40. Why Don’t People Always
Help Others in Need?
• Latané studies
– several scenarios designed to measure the
help response found that
• if you think you’re the only one that can hear
or help, you are more likely to do so
• if there are others around, you will diffuse the
responsibility onto others
41. Kitty Genovese incident
• 3:20 [marker 2] “Oh, my God, he stabbed
me! Please help me!” Windows opened in the
apartment building and a man’s voice
shouted, “Let that girl alone.” Assailant left.
• A few minutes later Assailant returns and
stabs again. “I’m dying! I’m dying!” And again
the lights came on and windows opened. The
assailant again left and got into his car and
drove away.
• 3:35 a.m. The attacker returned once
again. He found her in a doorway at the foot
of the stairs [marker (1) in illustration] and he
stabbed her a third time--this time with a fatal
consequence.
• 3:50 police received the first call.
• Caller “I didn’t want to get involved.”
• 37 other witnesses to the stalking and
stabbing
42. Why Don’t People Always
Help Others in Need?
• Diffusion of responsibility
– presence of others leads to decreased
help response
– we all think someone else will help,
so we don’t
• Bystander effect--the greater the number of people
present, the less likely each person is to help
43. Factors that Increase Likelihood of
Helping
• Feel good do good effect
• Feeling guilty
• Seeing others willing to help
• Perceiving person as deserving of help
• Knowing how to help
• Personalized relationship with person
44. Factors that Decrease Likelihood of
Helping
• Presence of other people
• Being in a big city or small town
• Vague or ambiguous situation
• When personal costs or helping outweigh
the benefits
45. • Prosocial behavior--any behavior that helps
another person regardless of underlying
motive
• Altruistic behavior--helping another person
without expectation of personal reward or
benefit
46. Persuasion
Foot-in-the-door technique
– ask for something small at first, then hit customer
with larger request later
– small request has paved the way to compliance
with the larger request
– cognitive dissonance results if person has already
granted a request for one thing, then refuses to
give the larger item
47. The Reciprocity Norm
and Compliance
We feel obliged to return favors, even
those we did not want in the first place
– opposite of foot-in-the-door
– salesperson gives something to customer with idea
that customer will feel compelled to give something
back (buying the product)
– even if person did not wish for favor in the first
place
48. Defense against Persuasion
Techniques
• Sleep on it—don’t act on something right away
• Play devil’s advocate—think of all the reasons you
shouldn’t buy the product or comply with the
request
• Pay attention to your gut feelings—if you feel
pressured, you probably are being pressured