2/24-6 Personality Portfolio

2/24-26 Personality and Intelligence Profile

Personality/Intelligence Portfolio

For Unit 9 personality (Mod. 55-59) and Intelligence (Mod 61-64), you will be required to compile and submit a personality/intelligence portfolio. The portfolio will reflect your accumulated knowledge of your own personality, identification of the theories of personality, and an analysis of the various personality indicators. Additionally, it will demonstrate knowledge of intelligence measures and theories and include test results from various IQ tests. This portfolio will be judged primarily on your application of textual information to your own personality.

1. Begin by spending class time over 2 periods in the computer lab working on the porfolio and taking an online version of the Keirsey Temperament Sorter-II to get a baseline personality projection with which to make future comparisons. You will collect your results and file them in your portfolio with the other materials you are collecting.

http://www.keirsey.com/aboutkts2.aspx

2. Take the MBTI test at the following website:

http://www.humanmetrics.com/cgi-win/JTypes2.asp

Once you are done with the test, write down what your profile score is (ex. ENFJ), and what type of person that is---(click on the link http://www.keirsey.com/4temps/overview_temperaments.asp

and write down what type of person that is and what it means.

3. Take Rorshach Inkblot Test at the following website: http://www.inkblottest.com/

        Write down what your profile is.

4. Read the following article and explain whether or not you agree with the personality profiling based on music selections  http://psychology.about.com/od/personalitydevelopment/a/music-and-personality.htm?nl=1

5. Take the TAT test at the following website:

http://www.utpsyc.org/TATintro/

6. After you have finished the multiple tests,  draw up a list of 20 to 30 adjectives that you believe describe yourself. You may include this list in any form in your portfolio (e.g., typed list, cutouts from magazines, drawing). Using that list, elaborate on each adjective in a paper that describes your personality. Be sure to include descriptive phrases, examples, and various other details.  Revisit your initial personality profile and test scores by evaluating your personality through the test results and the eyes of the major personality theorists discussed in the textbook and in class in at least one paragraph.

(Due at the end of the Unit)

7. Next we will take a short version of IQ and multiple intelligence tests.  If you wish, you may include copies of any other standardized testing results you have received (e.g., PSAT/NMSQT, SAT®)

http://www.free-iqtest.net/

http://www.bgfl.org/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/questions/questions.cfm

8. Research and define the following---from the web and Module 60 in your text.:

Spearman's general intelligence (g).

Thurstone's primary mental abilities

Gardner's multiple intelligences

Sternberg's 3 intelligences

Prepare an analysis of the validity of the various intelligence theories and your own test scores.  Does this truly reflect you and which of the intelligence theories that you looked at in class do you most agree with?

This Personality/Intelligence Portfolio is due on 3/2 with either a hard copy or sent to me via email.  If you use google docs, make sure that I can access your portfolio...

2/19-22 Personality

Freud--
Personality Theory

Defense Mechanisms
Developmental Theory

2/17 Unit 8 EXAM

2/12 Senses Reviewed

Senses and Perception Reviewed

Audition
Gustation (Taste)
Touch
Olfaction (Smell)

Other Senses



Review Sheet for Unit Exam on 2/17

Sensation and Perception Defined
thresholds
change and inattentional blindness
Bottom Up and top down processing (perceptual set)
Weber's Law
Gestalt Principles of Perception (proximity, closure, continuity, figure-ground)
Monocular cues (relative ht., relative motion, relative size, interposition, linear perspective, light and shadow)
Binocular cues (retinal disparity)
Shape and Size constancy (Ames Room)
ESP
sensory adaptation
audition
4 touch (pressure, warmth, cold, pain)
Vision--Eye Diagram, Rods and Cones
Theories of Color Vision
Audition--Eardrum, Hammer/Anvil/Stirrup/Cochlea
3 principles in pitch
chemical senses (taste and smell)
5 tastes
kinesthetic sense
vestibular sense
gate control theory of pain
transduction

2/10 Gestalt explained

Sensation Video
Perception Video

Audition and Other Senses for Homework:

AP Psychology---

Unit 8 Homework---Sensation and Perception

Audition:

1. Draw the ear and describe two parts of the ear that transmit sound waves before they reach the hair cells.

2. Explain how the cochlea turns the sound wave vibrations into messages interpreted by the auditory cortex in the temporal lobe of the brain.

3. Discuss the 2 theories on how we perceive pitch and the volley principle.

Touch

4. What are the four skin sensations?
5. Explain the gate control theory of pain.
6. Using figure 21.3 in your text (p. 205), explain the biopsychosocial approach to pain.

Practice FRQ from the Unit:

Describe, from the beginning of the process to the end, how your brain is perceiving the words you are reading right now.  Use the following terms in your answer:

·        Transduction

·        Top-down processing

·        Retina

·        Pupil

·        Occipital lobe

·        Rods

·        Feature detectors

2/8 Gestalt

Unit 8: Gestalt Principles Applied

Source: Jane Halonen. The Critical Thinking Companion. Worth Publishers. 1995.

Objective:  Practical Application of 5 Gestalt Principles

            After completing this exercise, you should be able to:

• Recognize that perceptual images can be analyzed into specific design principles.
• Apply Gestalt principles to perceptual stimuli.
• Identify other group performances that illustrate Gestalt principles
• Speculate about how the design principles work in sensory modes other than vision.

Background Information:

Gestalt psychology offers principles of good form and rules for grouping stimuli. Typically these principles are illustrated using two-dimensional stimuli: lines, dots, images, etc. orchestrated to demonstrate specific effects. However, the Gestalt principles can also be seen in operation in three-dimensional, dynamic forms; as this exercise will illustrate.

Let's start with a group performance such as the work that might he performed by a marching band during the half-time activities in a football game (Think about the Superbowl performance). Recall some perfor­mance you have seen and try to think of it as a demonstration of Gestalt principles of good form and grouping.

Figure-ground. Marching in front of the hand and waving a baton, the drum major stands out from the rpm of the band, enhanced by more dramatic costuming and a central position in relation to the other band members.

Proximity. Certain band members may cluster together, particularly when their assignment is to create a visual impart distinct from the rest of the band. The mini­mal distance maintained within the cluster enhances the crowd's perception that this subgroup is a unit by itself. This principle is apparent when band members must form a particular letter of the alphabet or some other visual design; their proximity helps us to perceive that design as distinct from the activities of the other subgroups on the field,

Similarity: Band uniforms, musical instruments, and choreographed marching enhance our perception of the band as a group or as subdivisions that form mean­ingful smaller groups.

Continuity/connectedness. As band members break into smaller marching groups to develop a distinctive formation, their movements relative to each other and to members of other groups will cause the crowd to perceive them as subgroups. For example, the horn section, moving clockwise in a circle, will be perceived as a whole group because their movements cause them to appear to be connected with one another. In contrast, the drum section, moving counterclockwise, will be per­ceived as a separate group.

Closure. When the music and movement stop, we see the performance as a complet­ed experience.

Now it's your turn.

Apply the design principles to either a football game or a ballet performance (or an instructor approved activity)

Selected performance:  ____________________________________________            

Figure-ground 

Proximity

Similarity                          

Closure                     

Continuity/connectedness:

2/5 Vision

Mod 18 and Color Vision

Trading Card for Unit 8 assigned.

Provide the function for each structure listed below

cornea

pupil

iris

lens

retina

rods

cones

bipolar cells

ganglion cells

optic nerve

blind spot

fovea

Name 3 ways in which rods and cones differ

Due on 2/8

2/3 Sensation of Vision

Mod 16 Review:

AP Psych---Module 16 Review:

1. What occurs when experiences influence our interpretation of data? a.   Selective attention b.   Transduction c.    Bottom-up processing d.   Top-down processing e.   Signal detection theory
2.	What principle states that to be perceived as different, two stimuli must differ by a minimum percentage rather than a constant amount? a.   Absolute threshold b.   Different threshold c.    Signal detection theory d.   Priming e.   Weber’s law

3.	What do we call the conversion of stimulus energies, like sights and sounds, into neural impulses? a.   Transduction b.   Perception c.    Priming d.   Signal detection theory e.   Threshold
4.	Natalia is washing her hands and adjusts the faucet handle until the water feels just slightly hotter than it did before. Natalia’s adjustment until she feels a difference is an example of a.   a subliminal stimulus. b.   an absolute threshold. c.    a difference threshold. d.   signal detection. e.   Weber’s law.

5.

Tyshane went swimming with friends who did not want to get into the pool because the water felt cold. Tyshane jumped in and after a few minutes declared, “It was cold when I first got in, but now my body is used to it. Come on in!” Tyshane’s body became accustomed to the water due to a.   perceptual set. b.   absolute threshold. c.    difference threshold. d.   selective attention. e.   sensory adaptation.

FRQ 

Marisol is planning a ski trip for Spring Break.  Define absolute threshold and difference threshold, and explain how each one might play a role in her perception of the winter weather she will experience.

Mod 17 and 18

2/1 Intro to Unit 8 --Mod 16 Lecture