2/26 Wrap up Personality Theories

Lecture on Personality Theories and the differences between them.

Look at issues revolving the study of personality.

Homework: Do the following Identifications and FRQ practice for homework--due on 2/27:

Identify the following:
self
spotlight effect
self-efficacy
low self-esteem
self-serving bias


FRQ Practice:

Explain how the following theories;  Psychoanalytic, Humanistic, Trait and social-cognitive; would deal with and differ with the issue of a person who is a pessimist and a person who is an optimist.

2/25 Entrance and Exit and Social-Cognitive Theory

Entrance Questions:

1. Which personality dimensions are most readily associated with the works of Hans and Sybil Eysenck?
2. Discuss the Big Five(OCEAN).  Describe 2 people who would contrast each other for all of the Big Five Traits.
3. What is the personality inventory that has hundreds of T/F questions grouped into 10 clinical scales?
4. What is a characteristic pattern of behavior and conscious motive, such as stubborness, referred to as?
5. Who were the two researchers recognized for their work on the five dimensions of personality?
6. How might knowledge of the Big Five Traits be used to develop the creation of an online dating site?

Exit Questions:
1. What are the 3 components of reciprocal determinism as explained by Bandura?
2. Students who blame their poor grades on the teacher's dislike of them can be said to have a ______________attributional style.
3. The leading proponent of positive psychology is?

2/24 Trait Theory

Intro to Trait Theory---Explain State vs. Trait
See the chart on p. 581 and copy into your notes.

Make sure to include the following after your chart:

How stable are these traits?
How heritable are they?
Do they predict our actual behaviors?

Homework

Begin the Unit Portfolio--on separate paper from your notes

1. Begin by drawing 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 2-4 page paper that describes your personality. Be sure to include descriptive phrases, examples, and various other details. 

2/23 Psychodynamic and Humanistic Psychology

Finish Lecture on Mod 56

Begin Lecture and Activity on Mod 57

Handout

The Humanistic Perspective

Humanistic Psychology focuses on

·         “Healthy” people (differing from psychotherapy)

·         strivings for self-determination and self-realization

·         the “whole” person (differing from trait)

·         the person’s point of view (rather than the therapist’s interpretation)

Abraham Maslow

·         hierarchy of needs

·         self-actualization

·         analysis of “self-actualized “ individuals

·         characteristics of “self-actualized “ individuals

·         peak experiences

Carl Rogers

·         basic goodness of humans

·         growth enhancing vs. growth inhibiting environment

·         genuineness

·         acceptance (unconditional positive regard vs. conditional positive regard)

·         empathy

·         applications (therapy, education, parenting, leadership/management)

·         self-concept

·         actual self vs. ideal self

·         congruency

Assessing the self

·         questionnaires vs. interviews

Research on the Self

·         possible selves

·         positive and negative

·         role in setting goals

·         assumption that the self is the organizer of our thoughts, feelings, and actions

Self-esteem

·         benefits of high self-esteem (fewer maladaptive behaviors, happiness)

·         costs of low self-esteem (higher depression, anxiety)

·         hopelessness

·         low self-worth

·         does low self-esteem cause problems and failure or do they cause low self-esteem

·         deflating a person’s self-image tends to lead to negative attitudes toward others

·         low self-esteem is associated with disparaging attitudes, racial prejudice, being judgmental

·         high self-esteem is associated with higher opinions of others and greater acceptance of others

Culture and self-esteem

·         no differences between majority groups and “minority” groups

·         why are there no differences between majority groups and “minority” groups

·         They value things at which they excel

·         They attribute problems to prejudice

·         They compare themselves with others in their own groups

Self-serving bias

·         We tend to take credit for good things and successes and find reasons for bad things and failures

·         Most people rate themselves as better than average, while only a few rate themselves below

·         We remember and justify our past in self-enhancing ways

·         We overestimate how well we think we would behave

·         We are more likely to believe flattering descriptions of ourselves

·         We overestimate how much others support our opinions

·         Self-serving bias can fuel negative aspects of group pride

·         How about feelings of inferiority and when a person criticizes himself

·         It may get people to reassure you

·         They may prepare us for possible failure

·         Self-enhancing beliefs are generally beneficial and healthy

Evaluating the Humanistic Perspective

The humanistic perspective has been pervasive

·         Most Americans think a positive self-concept is important

·         Most Americans think human nature is essentially good

·         The humanistic perspective may reflect the self-reliant individualism of the American culture

Criticisms of the Humanistic Perspective

·         Its concepts are vague and subjective

·         The emphasis on the individual may promote self-indulgence and selfishness

·         It fails to recognize the human capacity for evil

2/20 Intro to Humanistic Psychology and Personality

Read Mod 57 in class.  Answer the questions from the Strive for 5 in your notebooks.

2/19 Mod 56--following in Freud's footsteps and Projective Testing

Finish Inside Out--The Enduring Self

Intro to Module 56

Homework due on 2/20:

56-2:
1. What is the goal of projective tests?
2. Briefly describe the intent and usage of the Thematic Apperception Test.
3. Briefly describe the intent and usage of the Rorschach Test.  How do the responses that individuals provide differ on the TAT test from the Rorschach test?
4. Discuss the criticisms of projective tests such as the Rorschach and TAT.

56-3:
1.  How has the view of the unconscious changed into today's belief in dual processing?
2. Explain the research studies that supported Freud's view of:
a. the defense mechanism of projection
b. unconsciously defending ourselves against anxiety

2/18 Stages of Development

Mother Goose and Freud Handout---done in class.

Stages of development

Inside Out overview of personality

2/17 Mod 55 Wrap Up

Hmwk Due.

Defense Mechanisms--wrap up initial list and discuss.  Go over your own scenarios for the 8 listed in the book.

Quiz on the 8....

2/13 Freud--Psychoanalytic Theory of Personality

Your turn #1
Read 55-2 on p. 558.
Discuss with a partner what Freud's view of personality was.
Be prepared to discuss the 3 main points.....


Your turn#2:  With a partner come up with real life scenarios that describe each of the defense mechanisms covered on p.561.
Include repression in your list....

On your paper, that will be turned in for credit, write out the scenarios for each one.
Be able to describe your answer and defend why you chose that particular scenario, and also why Freud believed that defense mechanisms were at work in a person's development.

Now look at the list and work together to decide the answers....
Answer them on your own sheet, but work together to discover the answer.  Be ready to defend your decision.

Finally, on that same sheet, take the quiz.....

Hmwk. Due on Tuesday:
Finish Reading Mod. 55
Finish Cornell Sheet w/ Summary

Def. Mech. Quiz on Tuesday

2/12 Intro to Personality and Testing

Go over Exams.

Intro to Personality and Testing
     Cornell Notes on Mod. 55

2/11 Unit 8 EXAM

Unit 8 EXAM

Notecards on p. 603

2/10 Mod 21 Finish--Review

Mod 21 Notes/ Review

FRQ for EXAM:

            1.   Psychologists who study the processes of sensation and perception often describe why we do perceive some stimuli, but equally important is the study of why we do not perceive some stimuli. Use the following terms to explain why we sometimes fail to perceive stimuli.

•  change blindness

•  inattentional blindness

•  absolute threshold

•  difference threshold

•  blind spot

•  sensorineural hearing loss

2/9 Mod 21--The Other Senses

Turn in Homework.

Matching---Visual Cues

Intro to Mod 21--
Sense of Touch, Smell, Taste, Kinesthesia, Vestibular

2/6 Inside Out of Perception

Inside Out on Perception.


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

2/5 Mod 20 Audition

Notes on Audition

Explain localization of sound
Explain how we perceive sounds

Explain the 3 theories of pitch

2/4 Mod 19 -Strive for 5 in Notes

Finish Group Project on Gestalt Principles. Due on 2/5.

Strive for 5 Individual work in Notebooks:

P. 97-98 Q's #1-5
P. 99 Complete the Chart in your notes Q #7
P. 100 Complete the Chart in your notes Q #2
P. 102 #4

2/3 Mod. 19 --Gestalt Principles

Lecture over Mod 19 and Gestalt Principles

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

The Big Picture: Perspective Taking

Gestalt psychology offers principles of good form and rules for grouping stimuli. Typically these principles arc illustrated using two-dimensional stimuli: lines, dots, images 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. 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.

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

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.

Now it's your turn. Apply the design principles to either a football game or a ballet performance.

Selected performance:               Figure-ground                         Proximity:

     Similarity                           Closure                      Continuity/connectedness:

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.

FRQ Practice

1st: Explain the meaning of the word gestalt as it applies to perception.
2nd--w/ a partner, apply the Gestalt principles to either a football game or a ballet performance.....
Create a poster to explain the principles of
a. Figure-Ground
b. Proximity
c. Similarity
d. Closure
e. Continuity/Connectedness

2/2 Mod 18 Lecture

Lecture over Mod. 18.

2 theories of Color Vision

1/30 Mod 18 and Homework

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

 As light refelected off an object reaches your eye, it passes through several structures before it reaches the retina.  Describe three of these structures, including the function of each.