Topic 2:

1a). Explain the concept of "priming" and how it may impact behavior - provide an example that highlights this unconscious force. 1b). Explain the concept of "embodied cognition" and provide an example of how this unconscious force can influence behavior. 1c). What is overconfidence? Explain how overconfidence can lead to confirmation bias.

2a). Identify and explain counterfactual thinking and illusory thinking. 2b). How might these types of thinking explain behavior, such as gambling? What is "regression to the average" and provide an example of how this can impact thinking.

3a). Explain attribution theory and distinguish between situational and dispositional attributes. Provide an example of each. 3b). What is the fundamental attribution error? 3c). Why is it important to study and understand attribution errors?

4a). Explain the concept of cognitive dissonance. 4b). Is selective exposure helpful to reduce cognitive dissonance? Explain your rationale.

5a). Identify and explain the difference between the insufficient justification effect and the overjustification effect.  

6a). Explain how we are influenced by: evolution and genes; cultural diversity and norms. 6b). Identify two norms from your culture and explain how they impact behavior.

7a). Explain how males and females are similar or different through the lens of: gender and genes; independence versus connectedness; social dominance; aggression and sexuality.

8a). What is a gender role? 8b). How do gender roles vary with cultures and vary over time?

Topic 3:

1a). Describe how social psychologists have studied conformity in the laboratory. Explain what their findings reveal about the potency of social forces and the nature of evil. Be sure to explain Sherif's studies of norms formation; Asch's studies of group pressure and Milgram's obedience studies.

2a). What is conformity? Identify situations that trigger much - and little - conformity. 2b). Discuss the concepts of reactanceand asserting uniqueness.

3a). Identify and explain the central route of persuasion and the peripheral route. 3b). Describe how the factors that compose persuasion affect the likelihood that we will take either the central or the peripheral route to persuasion.

4a). Can persuasion be resisted? Explain your rationale. 4b).  Identify some tactics for resisting influence. How might we prepare people to resist unwanted persuasion?

5a). Explain how we are impacted by the presence of others. 5b). Does the presence of observers always arouse people? Explain your response. 5c). What factors would lead us to be aroused in the presence of others - explain each factor.

6a). What is social loafing? 6b). How does social loafing occur in everyday life? Provide examples from your own experience to support research.

7a). Define and explain deindividuation and identify circumstances that trigger it.  

8a). What is group polarization? 8b). Provide examples of group polarization in schools, in communities, on the Internet and in terrorist organizations. 8b).  Describe when and why group influences often hinder good decisions. Describe also when groups promote good decisions and how we can lead groups to make optimal decisions. Be sure to discuss impacts of groupthink.

You should have 10 entries. There should be a minimum of 4 behavioral entries and 4 emotional entries, and the remaining 2 entries can be either type.

As you learn more concepts and theories, begin to fill in the third column, justifying your explanation for the behavior or emotion with a psychological theory. You must use a theory to justify your explanation for 8 of the 10 entries, 4 behavioral entries and 4 emotional entries.

Social Psychology

Topic 6:

1a). Explain how illusory correlations, hindsight and overconfidence, self-confirming diagnoses and clinical intuition versus statistical prediction impact treatment and intervention.

2a). Describe the cognitive processes related to depression, loneliness, anxiety and shyness and health, illness and death and explain how these cognitive processes impact psychological disorders, treatment and overall health.

3a). Explain the accuracy of eyewitness testimony, its association (or not) with eyewitness confidence, its contamination by misinformation effects, and ways to increase eyewitness accuracy and educate jurors.

4a). Explain how defendants' attractiveness and similarity to jurors may bias jurors, and how faithfully jurors follow judges' instructions. 4b). Describe how verdicts depend on how the individual jurors process information.

5a). Identify possible psychological consequences of climate change. Summarize and explain the gap between scientific and public understandings of climate change.

6a). Explain social psychology's contribution to our understanding of changing materialism: To what extent do money and consumption buy happiness? 6b). And why do materialism and economic growth not bring enduringly greater satisfaction?

without leadership and individual activists, social change could not occur. discuss the importance of such individuals and their influence on social change using historical or contemporary examples.

I want an essay about 1500 words it to be an about: Nelson Mandella, Martin Luther King Jr, and Adolf Hitler.

In a minimum of 500 words, describe 5 ways that you can be proactive in your own life.What negative cycles can you break in order to become more proactive as a student?Please use specific examples to support your answers.

How has your cultural background affected your

goals and ambitions?

values?

self-identity?

relationships with others?

Do you think you would have developed a different personality had you been raised in another culture? Why or why not?

Please read through the article below and answer the question at the end of the article.

High-Performing Teams Need Psychological Safety. Here’s How to Create It

“There’s no team without trust,” says Paul Santagata, Head of Industry at Google. He knows the results of the tech giant’s massive two-year study on team performance, which revealed that the highest-performing teams have one thing in common: psychological safety, the belief that you won’t be punished when you make a mistake. Studies show that psychological safety allows for moderate risk-taking, speaking your mind, creativity, and sticking your neck out without fear of having it cut off — just the types of behavior that lead to market breakthroughs.

Ancient evolutionary adaptations explain why psychological safety is both fragile and vital to success in uncertain, interdependent environments. The brain processes a provocation by a boss, competitive coworker, or dismissive subordinate as a life-or-death threat. The amygdala, the alarm bell in the brain, ignites the fight-or-flight response, hijacking higher brain centers. This “act first, think later” brain structure shuts down perspective and analytical reasoning. Quite literally, just when we need it most, we lose our minds. While that fight-or-flight reaction may save us in life-or-death situations, it handicaps the strategic thinking needed in today’s workplace.

Twenty-first-century success depends on another system — the broaden-and-build mode of positive emotion, which allows us to solve complex problems and foster cooperative relationships. Barbara Fredrickson at the University of North Carolina has found that positive emotions like trust, curiosity, confidence, and inspiration broaden the mind and help us build psychological, social, and physical resources. We become more open-minded, resilient, motivated, and persistent when we feel safe. Humor increases, as does solution-finding and divergent thinking — the cognitive process underlying creativity.

When the workplace feels challenging but not threatening, teams can sustain the broaden-and-build mode. Oxytocin levels in our brains rise, eliciting trust and trust-making behavior. This is a huge factor in team success, as Santagata attests: “In Google’s fast-paced, highly demanding environment, our success hinges on the ability to take risks and be vulnerable in front of peers.”

So how can you increase psychological safety on your own team? Try replicating the steps that Santagata took with his:

1. Approach conflict as a collaborator, not an adversary. We humans hate losing even more than we love winning. A perceived loss triggers attempts to reestablish fairness through competition, criticism, or disengagement, which is a form of workplace-learned helplessness. Santagata knows that true success is a win-win outcome, so when conflicts come up, he avoids triggering a fight-or-flight reaction by asking, “How could we achieve a mutually desirable outcome?”

2. Speak human to human. Underlying every team’s who-did-what confrontation are universal needs such as respect, competence, social status, and autonomy. Recognizing these deeper needs naturally elicits trust and promotes positive language and behaviors. Santagata reminded his team that even in the most contentious negotiations, the other party is just like them and aims to walk away happy. He led them through a reflection called “Just Like Me,” which asks you to consider:

This person has beliefs, perspectives, and opinions, just like me.

This person has hopes, anxieties, and vulnerabilities, just like me.

This person has friends, family, and perhaps children who love them, just like me.

This person wants to feel respected, appreciated, and competent, just like me.

This person wishes for peace, joy, and happiness, just like me.

3. Anticipate reactions and plan countermoves. “Thinking through in advance how your audience will react to your messaging helps ensure your content will be heard, versus your audience hearing an attack on their identity or ego,” explains Santagata.

Skillfully confront difficult conversations head-on by preparing for likely reactions. For example, you may need to gather concrete evidence to counter defensiveness when discussing hot-button issues. Santagata asks himself, “If I position my point in this manner, what are the possible objections, and how would I respond to those counterarguments?” He says, “Looking at the discussion from this third-party perspective exposes weaknesses in my positions and encourages me to rethink my argument.”

Specifically, he asks:

What are my main points?

What are three ways my listeners are likely to respond?

How will I respond to each of those scenarios?

4. Replace blame with curiosity. If team members sense that you’re trying to blame them for something, you become their saber-toothed tiger. John Gottman’s research at the University of Washington shows that blame and criticism reliably escalate conflict, leading to defensiveness and — eventually — to disengagement. The alternative to blame is curiosity. If you believe you already know what the other person is thinking, then you’re not ready to have a conversation. Instead, adopt a learning mindset, knowing you don’t have all the facts. Here’s how:

State the problematic behavior or outcome as an observation, and use factual, neutral language. For example, “In the past two months there’s been a noticeable drop in your participation during meetings and progress appears to be slowing on your project.”

Engage them in an exploration. For example, “I imagine there are multiple factors at play. Perhaps we could uncover what they are together?”

Ask for solutions. The people who are responsible for creating a problem often hold the keys to solving it. That’s why a positive outcome typically depends on their input and buy-in. Ask directly, “What do you think needs to happen here?” Or, “What would be your ideal scenario?” Another question leading to solutions is: “How could I support you?”

5. Ask for feedback on delivery. Asking for feedback on how you delivered your message disarms your opponent, illuminates blind spots in communication skills, and models fallibility, which increases trust in leaders. Santagata closes difficult conversations with these questions:

What worked and what didn’t work in my delivery?

How did it feel to hear this message?

How could I have presented it more effectively?

For example, Santagata asked about his delivery after giving his senior manager tough feedback. His manager replied, “This could have felt like a punch in the stomach, but you presented reasonable evidence and that made me want to hear more. You were also eager to discuss the challenges I had, which led to solutions.”

6. Measure psychological safety. Santagata periodically asks his team how safe they feel and what could enhance their feeling of safety. In addition, his team routinely takes surveys on psychological safety and other team dynamics. Some teams at Google include questions such as, “How confident are you that you won’t receive retaliation or criticism if you admit an error or make a mistake?”

If you create this sense of psychological safety on your own team starting now, you can expect to see higher levels of engagement, increased motivation to tackle difficult problems, more learning and development opportunities, and better performance.

QUESTION:

Have you been a part of a High Performing Team in the past? Have you witnessed a High Performing Team in Action? What if any benefits from that team did you see from a sense of Psychological Safety? If you have not ... what benefits do you think you would get from having that level of safety on a team? Do you think that is enough to elevate a mid-level team to High? What other things does Psychological Safety bring to a team? Or just talk about the article. Answer in 2 - 3 paragraphs.

Reflection on interesting concepts and how Prosocial Behavior and Altruism relate to your lived experiences today.

2. How might these two be is important and relevant to you.

This is a much trickier question that it seems at first glance. In order to respond, you need to ask yourself two crucial questions. First, what does it mean to be a "modern" parent - what are the challenges that modern parents face that make parenting especially hard in the 21st century? Second, you need to define what "good parenting" is. What is the metric we use to define success as parents?

The responses to this question are likely to be quite diverse, but that's okay. An excellent response will address the two crucial questions, which lead to an answer that is supported by credible evidence (i.e. citations).

Contrast experimental with quasi-experimental methods; generally speaking, which methods are most useful?

Differential Reinforcement

This procedure combines two of the foundational procedures in ABA: reinforcement and extinction. Combining these two procedures can be very powerful when working on skill acquisition and behavior reduction skills.

Our book discusses a handful of differential reinforcement procedures, including:

Differential Reinforcement of Other behavior (DRO)

• Reinforcing the absence of a specific behavior targeted for reduction, sometimes using interval schedules - extinguishing the presence of the target behavior

Differential Reinforcement of Alternative Behavior (DRA)

• Reinforcing the presence of a specific alternate behavior while extinguishing all other behaviors

Differential Reinforcement of Incompatible Behavior (DRI)

• Reinforcing a specific incompatible behavior with the target behavior
  • Think: hands in pockets instead of hitting, chewing gum instead of smoking, being silent instead of talking

For our discussion ~

Choose a procedure that you have either used or would use to assist in a behavior change program. Get creative! This may be with any type of client - from your puppy, to your 2 year old or even a dementia patient you care for on weekends.

Example ~

A student earns 10 minute breaks between work tasks in his cubby. While in cubby, he earns tokens for particpating in the lessons presented. To get him to go into cubby, we use a timer as a cue instead of him learning to tune out the teachers' voices. On occasion, he would hop like a frog over to cubby. If he did, no mind was paid attention to it - teaching began as soon as he sat down. However, if he walked in appropriately, he would earn a token toward getting out and be given verbal praise for walking appropriately.

This is an example of a DRA procedure: the student's walking behavior was reinforced (a specific alternate behavior) and the hopping like a frog was placed on extinction.

1. Select one piece of furniture and one piece of play equipment/toy you would select either for an infant room or a toddler room. Describe your selections and why you chose them. Then we can see how the class would collaboratively design an infant or a toddler environment!

2. Many parents don't understand the importance of construction play (such as blocks) for young children. In fact, a lot of preschool teachers see this area as a constant frustration (social conflict, messy, etc.) usually because the play area is too small or there are not enough blocks or other props. So- how might you tell or show parents and other teachers the benefits of this type of play? What would you say or do?

Reflect on a moment when you experienced a sudden insight, or an "aha!" moment -- when you suddenly understood something differently than before. Tell the story, and reflect on how that happened, why that moment occurred -- what changed? And why do you think your perspective changed in that moment? Does that have any connection with what we've been describing in a Constructivist approach? Make some connections to our topics in this module. I want you to label the parts of your experience with terms from the theory: assimilation, accommodation, equilibration, and focus on what new idea or concept was part of the sudden insight.

Summarize the ways physical, social, and environmental factors influence aspects of personality psychology throughout the course, and explain how related views have changed over time.