Social Psychology 1 (week 1-3)

Psychology In Everyday Life(ISO 112) : 

Psychology In Everyday Life(ISO 112)

What is Psychology? : 

What is Psychology? Biological Perspective : * study about the evolutionary and hereditary influences on behavior (smoking, weight, anger, etc) * help to understand how the body and brain work to create emotions, memories, and sensory experiences

Nature VS Environment (Nuture) : 

Nature VS Environment (Nuture) Behavior: resulting from generic heredities? Or due to the influence of the environment the person grown up in? Case studies of identical twins, fraternal twins, siblings, and adopted children

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Psychoanalytic Perspective : ( Look at human emotion side) Sigmund Freud * believe that human behaviors are driven by the unconscious internal forces and conflicts, or the impulses/the drives (of survival, of destruction, etc.) Id, Ego, Superego

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Behavioral Perspective: Interested in the ability of learning * See people shaped by the external environment Pavlov’s Classical Conditioning

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Behavioral Perspective: * Study mechanisms by which observable responses are acquired and modified in a particular environment * See people shaped by the external environment # Pavlov’s Classical Conditioning # Skinner’s Operant Conditioning

Operant conditioning : 

Operant conditioning A form of learning in which the person learns the behavior because he is conditioned/ reinforced to do Varies kinds of reinforcers: Positive reinforcer (reward) = increase Negative reinforcer (punishment) = increase (the wanted behavior), decrease (the unwanted behavior)

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The dog is given a treat when it obeys a command. Your headache goes away when you take aspirin. 1. Behavior increase/decrease? 2. Is it reward/punishment? 3. As reinforcement, is it negative or positive?

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Behavioral Perspective: * Study mechanisms by which observable responses are acquired and modified in a particular environment * See people shaped by the external environment # Pavlov’s Classical Conditioning # Skinner’s Operant Conditioning # Bandura’s Social-cognitive Learning

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Cognitive Learning Perspective: Look at how we learn Jean Piaget

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Cognitive Learning Perspective: Jean Piaget Interested in : how we process, store, and retrieve information : how we use information to reason or solve problems : and how we learn

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Men, especially young children, struggle to make sense of the world

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Piaget’s Cognitive Learning Theory Interested in how the brain learn/operate Schema (the concept) the way of looking at the world that organize our past experience and thus provide a framework for understanding our future experience Assimilate “incorporate” new experience into our existing schema Accommodate “adjust” our schema to fit the particulars of new experience

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Stages of Human Cognitive Development Sensorimotor Stage

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Object Permanence

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Stages of Human Cognitive Development Sensorimotor Stage Preoperational Stage

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Conservation

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Stages of Human Cognitive Development Sensorimotor Stage Preoperational Stage Concret Operation Stage Formal Operation Stage

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Humanistic Perspective *Focus on human freedom, dignity & potential *Look at the individual’s self, motivation, & goal (The development of self-actualization, & goals) *Study people as a whole, or as an individual grows & develops over the life span

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People act with intentionality & values. * Behaviorism—operant conditioning (result of the application of consequences) * Cognitive –discovering knowledge, constructing meaning

Maslow’s Hierarchy of Human Needs : 

Maslow’s Hierarchy of Human Needs Physical needs - Basic needs such as food, rest & shelter are met

Maslow’s Hierarchy of Human Needs : 

Maslow’s Hierarchy of Human Needs Physical needs Basic needs such as food, rest & shelter are met Safety needs Immediate threat/danger is avoided, feels sufficiently secure to explore and move on

Maslow’s Hierarchy of Human Needs : 

Maslow’s Hierarchy of Human Needs Physical needs Basic needs such as food, rest & shelter are met Safety needs Immediate threat/danger is avoided, feels sufficiently secure to explore and move on Social, affiliation, belonging needs Develop group identity, forms enduring friendship

Maslow’s Hierarchy of Human Needs : 

Maslow’s Hierarchy of Human Needs Physical needs Basic needs such as food, rest & shelter are met Safety needs Immediate threat/danger is avoided, feels sufficiently secure to explore and move on Social, affiliation, belonging needs Develop group identity, forms enduring friendship Self-esteem needs Personal autonomy, self respect, self-confidence

Maslow’s Hierarchy of Human Needs : 

Maslow’s Hierarchy of Human Needs Physical needs Basic needs such as food, rest & shelter are met Safety needs Immediate threat/danger is avoided, feels sufficiently secure to explore and move on Social, affiliation, belonging needs Develop group identity, forms enduring friendship Self-esteem needs Personal autonomy, self respect, self-confidence Self-actualization needs (personal fulfillment) helping others, acquiring recognition, respect from society

Level of Emotion Literacy : 

Level of Emotion Literacy Physical needs: centered on fight for survival Safety needs: preoccupied with forming attachment and being secure Social belonging: develop of empathy, & caring Self esteem: self-aware & motivated Self-actualization: need recognition for others

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Learning is student-centered & personalized. Teacher is that of a facilitator. The goal is to develop self-actualized people in a cooperative & supportive environment Emphasize on our capacities to choose our life path to greater maturity and fulfillment

Scientific Inquiry Methods : 

Scientific Inquiry Methods To create theories that organize, explain, and predict the behavior A good theory implies testable predictions, called “hypothesis”

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Theories of Development: It’s a set of principles to explain the research finding Extend our understanding of human social development or behavior Offer guidelines for practical social behavior intervention Provide the hypothesis of “ If ……, then …….” to explain the causes of behaviors

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GOOD THEORIES Good Theories are designed to: Make accurate predictions (hypothesis) about what will happen if certain conditions are met. They are valid all the time Able to be verified or repeated. They are testable Logical & clear

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Research Methodology Case Study: Freud, Piaget Naturalistic Observation Longitudinal Study/Cross-sectional Study

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Research Methodology Case Study Survey (random sample) Experiment Field Experiment Laboratory Experiment Longitudinal Study/Cross-sectional Study

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Research Design Field Study: (Naturalistic Observation) Longitudinal Comparisons Cross-Sectional Comparisons Cross-cultural Comparisons

Fields of Psychology Study : 

Fields of Psychology Study Social/Personality Development Attachment/ body contact

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A wire mother A cloth mother

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Social Deprivation

Fields of Psychology Study : 

Fields of Psychology Study Social/Personality Development (Behavior) Attachment/ body contact Parenting/ styles/ child raring practices Self/ perception/personality/ego

Parenting Styles : 

Parenting Styles Developmental Psychology Study different kinds of personalities Diana Baumind: (Naturalistic observation Parental Interviews Other research methods)

Four different parenting styles : 

Four different parenting styles 1. Authoritarian Style * Expect children to follow rules and regulations; no choices or options * Not follow rules, resulting in punishment * High demand, no explanation, not responsive * Focus on bad behaviors instead of good ones * Lack warmth and affection * “Because I said so”

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2. Authoritative Style (Democratic) *Set rules and guidelines, but very responsive and listen *Nurturing and forgiving *Assertive but not restrictive; supportive but not punitive *Help children to learn to be responsible for themselves *Teaching, not punishing

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3. Permissive Style *Very indulgent, few demands or rules *Rarely discipline *Have low expectations of children’s maturity & self-control *More responsive than demanding *Allow children’s self-regulation *Avoid confrontation, not to get involved *As a friend more than that of a parent

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4. Uninvolved *Have few demands *Low responsiveness & little communication *Fulfill the children’s basic needs *But detached from the children’s life *Might reject or neglect the need of the children

Impact of different parenting styles : 

Impact of different parenting styles Authoritarian : Obedient & proficient; compliant,& permissive Rank low in happiness, social competence & self-esteem Authoritative : -- Happy, capable & successful -- High self-esteem, confident

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Permissive: rank low in happiness & self-regulation Likely to explain problems with authority & tend to perform poorly in school Aggressive & act out Uninvolved: Rank lowest across all life domains Lack self-control, have low self-esteem Less competent than their peers

Causes : 

Causes Culture, personality, family size Parental behavioral Socioeconomic status Educational level Religion Difference between father and mother’s styles