Please enable JavaScript.
Coggle requires JavaScript to display documents.
sosc1960 exam 2 (intelligence (practical intelligence (not all related to…
sosc1960 exam 2
intelligence
Crystallized intelligence
accumulation of information through experience applied in problem-solving situations
draw info from long term memory
u might know the situation of the society, econ...etc
so it relys on more knowledge/inform u have
multiple intelligences ( 8 districts)
musical, bodily kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, naturalist
inter(others), intra(own)
Savants: mentally deficient but having one high talent
Fluid intelligence
abstract reasoning, think logically, info capability
e.g 數獨Sudoku
practical intelligence
not all related to academic success
learn from observation
related to overall success in living,solve daily pbs
predict job performance
G-factor
mental ability assumed to underlie intelligence
emotional intelligence
(regulation and know emotion)
empathy for others, self-awareness, and social skills
-> how well u understand emotion = how well u know other ppl and social skills
four brands
Using emotions/facilitating thought
happy lead to creativity
harness emotion to get other activities
Understanding emotions
describe emotions using words
Perceiving emotions
identify emotions
exists across cultures
abused children perceive anger
Managing emotions
even emotionally arousing can lower it
regulate and maintain appropriate emotion when necessary
mindset
fixed
caused by talent
growth
can be developed
measure intelligence
intelligence test
quantify ppl's intelligence
Psychometric approach
Individuals differ from one another in their ability
how intelligence accessed depend on intelligent concept and purpose of assessment
early
Alfred Binet: identifying mentally disadvantaged children to provide remedial aid
the binet test: improved with chronological age
->assigned a score indicating mental age
revised and then include IQ, intelligence about heredity
traditional: (mental age /chroonological age) *100
contemporary: normally distributed, mean is 100, IQ is deviation score, SD is 15
Wechsler Adult Intelligence Scale-IV
WAIS-IV for adults
verbal and performance (non-verbal)
keep test until arriving to the limit of the examiner
(information, comprehension, arithmetic, similarities)
Intellectual disability (mental retardation)
big limit intelligence and concept (IQ < 70)
comparing to intelligence giftedness (IQ>130)
caused by fetal alcohol syndrome/
familial retardation
Flynn effect
Intergeneration variation
average gain 3 points IQ per decades
myths
not always related to academic and job success
personality
personality develop
consist and individual
shape by experience and genetics
Biological approach
inherited important personal components
temperament: innate disposition and consist
not determined by single gene
envir determine gene's express ( interact with gene)
Psychodynamic approach
personality is motivated by inner forces and conflicts
but no awareness and no control
Psychoanalytic theory: unconscious forces determine personlaity
Neurotic anxiety
when impulse become uncontrollable
Defense mechanisms
Unconscious strategies that reduce anxiety through hide source of anxiety
Projection
push to others
Repression
push inwards yourself
Displacement
redirect from stronger to weaker
freud
Neo-Freudian Psychoanalysts
Alfred Adler
striving for superiority
Inferiority complex: not able to overcome inferiority when the knowledge is little as children
Karen Horney
women issue
develop social relationship
culture influence
reject Freud(penis envy with women), but women actually envy freedom, success, independence
Carl Jung
primitive urges of unconscious +ve
collective unconscious
Archetypes: symbolic representations
treating psychological disorders, e.g nervous
structure of personality
superego: personality that represent rights/ wrongs of society as handed own by parents
Conscience: control impulses and feel guilty if doing wrong
Ego: between superego and ID
->making decisions/ actions
Reality principle: help ppl integrate into society
ID: like devil, want to fullfill what u want
-> pleasure principle: max satisfaction to reduce tension
Psychosexual stages
Developmental periods when children meet conflicts between superego and id
personality as adults depends on degree of success in resolving these conflicts as children
oral stage: birth-18 months
pleasure: mouth; conflict: weaning
if fixed: interested in oral activities
Anal stage: 1.5-3 yrs
pleasure: anus; conflict: toilet training
if fixed: unusual rigidity/ orderliness
or disorderliness /sloppiness
Phallic stage: 3-6 yrs
pleasure: genitals; conflict: Oedipal
sexual interest in oppo-sex parent
if fixed-> Improper sex-role behavior and failure to develop a conscience
latency period: 6- adolescent
child's sex concern are put aside
Genital stage (adolescence to adulthood)
sexual feelings reemerge ((sexual intercourse)
learning approach
Behaviorist approach
can be modified
caused by collection of learned responses to external envir
Consistency of behavior caused by similar reinforcement patterns
Inconsistency of behavior caused by different reinforcement across situations
Social cognitive approach
develop by influence of a person’s cognitions(e.g thought, feeling)
and observation of others’ behavior
Self-efficacy
personal capability
if high -> u can achieve it
low -> u may not be able to do it
develop by looking prior successes and failures,
encourage from others
whether we are able to carry out a task
self-esteem
self-evaluation,depending on how to esteem/evaluate yourselves
/ how we feel about ourselves
Observation learning
learning through observing
trait approach
model of personality that identify the basic traits to describe personality
Traits: Consistent personality even in diff situations
Big Five personality traits (OCEAN)
Openness to experience
Conscientiousness(責任心）
extraversion (外向性）
Agreeableness( 親和性）
Neuroticism（emotional)
clear and straightforward
Still debatable which trait are most fundamental
just description not explain personality
Humanistic approach
assume ppl innate goodness/ desire to achieve high levels
Self-actualization
fullfill the potential u believe u have
conflict occur when discrepancy between our experience and self concept -> prevent u do sth wrong
--->minimize conflict: Unconditional positive regard: acceptance and respect others' view
evaluation:
highlight the unique of ppl
difficult to verify Unconditional positive regard can improve personality adjustment
difficult to verify whether ppl are innately good
Assessing personality
underlying logic
personality inferring overt/numerous behavior
behavioral measures
use behavior to describe personality
to identify behavioral difficulties in children (find children are trouble in classroom?)
evaluation
objective but may observation biases,(e.g., confirmation bias by teachers, leniency bias by parents)
cannot observe the hidden personality
Self-report measures
ask ppl questions
Sixteen Personality Factor Questionnaire
Minnesota Multiphasic Personality Inventory-2 (MMPI-2)
more widely ued
identify pp.'s psyco difficulty
screening job applicants
evaluation
straightforward
but
may inaccurate/ show certain response styles(self security)
reliability: consistency
validity: measure what is supposed to be measured
projective measure
look ambiguous stimulus and describe it
-> projections as personality
rorschach test
look symmetrical stimuli and think what these represent.
Thematic Apperception Test (TAT)
look pic and write story
evaluation
measure unconscious parts
may ill-defined
dun establish validity and reliability
limit by verbal expression ability
lack of standard scoring and interpretation
social psychology
treat others differently from own
how ppl affect by others/ social norms
attitude
fairly consistent but change it based on
characteristics of message
characteristics of target
message source
explicit
aware of attitude from interview, survey..etc
implicit
no aware of attitude which need to measure indirectly
e.g look the face which are european /africa to judge ppl are happy/ un happy. (white) european seems happy/ good. (black) afica seems unhappy/bad.
closely related to attitude, impact each other
disliking and hating each other
stereotype
stereotype lead to self-fulfilling prophecy
man are expected having better maths than women
Asians have better maths than non Asian
self-fulfilling prophecy
ask them female or Asian before do same math exercises
female: do worst
Asian: do better
prejudice
reduce by
Social identity theory (Tajfel)
maximize our sense of self-worth and self-esteem our group
devalue outgroup members
increase contact between target and holder
Making values and norms
Stereotype(generalized beliefs) -> Prejudice(evaluate) -> Discrimination(behave)
indifference
Group diffusion
Bystander effect
有人會負責，事不關己，
but are not unkind, just unsure they should help,
point out someone and assign responsibility to he/she, that person will be very responsive
person in group feel less responsibility comparing to individuals
Liking and loving one another
Interpersonal attraction: +ve like others
mere exposure: Repeated exposure
Reciprocity: like who like me , hate who hate me
proximity: physically close
similarity
complementary characteristics
-> Looks-for-status exchange
Physical attractiveness
vary from diff cultures
women > men
men prefers women with sample waist-to-hip ratio
facial symmetry
Halo effect
is you affect(情感）not first impression
initial understanding of person trait is used to effect other trait of that person
cognitive dissonance
behavior is inconsistent to attitude -> tension
so adjust attitude to consist to behavior
Cognitive Dissonance with Philip Zimbardo
Development
(growth and change occurring throughout life)
Nature (envir cause)
vs
Nurture (hereditary cause)
impact developmental patterns and outcomes
Moral development
(go through a series of stages in sense of justice/ reasoning to make moral judgement)
bound by cognitive limitations (Piaget)
Conventional morality
society, other's perspective
Postconventional morality
broad moral principles
Preconventional morality
individual rewards / punishment (egocentric)
moral behavior
pre: elementary school, conventional: adolescents, post: rarely even in adults
moral reasoning is +ve related to prosocial behavior
non delinquent higher than delinquent (egocentrism)
gender difference
men: broad principles, e.g justice, fairness
women: individual well being and social relationship, e.g caring
both the highest is concern others welfare
Psychosocial development
(developing healthy, identity, social relationship, interaction, understand each other, understand ourselves in society)
Attachment
positive emotional bond between a child and an individual
Ainsworth strange situation: baby’s responses to strangers, separation from mother, and reunion with mother
Secure attachment
child does not avoid or resist contact if mother initiates it.
mother reunite -> child has +ve response
prefer mothers
Insecure attachment
(resistant/ambivalent)
upset when separate with mom
not reassured and will show anger when mom return
not comfort at stranger
Insecure attachment
(detached/avoidant)
Does not resist mother’s contact
no preference for mother over stranger
develop
attachment: mom attuned child’s signals and respond appropriately, smile when baby smile
child: more social, independent, +ve;
less aggressive/ disruptive
adolescent: high self-esteem, less sex behavior
Ambivalent: mom is inconsistently or unreliably available
Avoidant: reject and dun contact with infant
adult: less relationship satisfaction, HK > American
Cognitive development
(the process of child understanding the world changes when age & experience change)
Jean Piaget
state children have four stages, each state has diff quality and quantity of knowledge
moving to stages, more knowledge
four stages
preoperational (2-7)
language develop & thinking
egocentric thought
Judy DeLoache: find object in new envier through looking a scale model
concrete operational (7-12)
logic thought ( reversibility, classification, transitivity)
loss egocentric
conservation-> quantity is unrelated arrangement and physical appearance e.g water volume in diff glass
number -> mass/ length -> area -> weight -> volume
reversibility: object can be changed and returned
classification: look and naming object
transitivity: serial order, e.g A-b,b-c, so a-c
sensorimotor stage (birth - 2 years)
use image /language /symbol to represent the world
Lack object permanence
learn by touching, sucking
but Renee Baillargeon: infants grasp object permanence at 3 ½ months of age, e.g look longer at impossible events
formal operational (12-adult)
abstract, formal, logical thinking
40-60% college fully achieved
Willpower and delayed gratification
( whether able to resist temping treat?)
cool: resist -> more bearing development
hot: override & impulsive action
Preschoolers do better in marshmallow(candy) test
-> self control