This week was a short one! And thanks to the snow, even shorter. But it is the end of the semester, so I guess you do deserve a long weekend!
This week we began our foray into the Cognitive Level of Analysis. Since I understand from some of you that the substitute did not necessarily communicate the notes effectively, here is a shortened version.
Cognitive Psychology revolves around the notion that if we want to know what makes people tick, then the way to do it is to figure out what processes are actually going on in their minds. Psychologists from this perspective study cognition which is the mental act or process by which knowledge is acquired. They focus on the way humans process information, looking at how we treat information (stimuli) and how this treatment leads to responses. In other words, they are interested in the variables that intervene between stimulus/input and response/output. The main areas of study in cognitive psychology are: Perception, Attention, Memory, decision making and Language.
The principles which define this level of analysis are:
Mental representations and processes guide behaviour.
Mental processes can be scientifically investigated.
We are not passive responders to our environment, but we are actively processing information. However, remember that we are often cognitive misers – we live by the credo: I don’t know; I don’t care; I don’t have time. And thus we often choose to passively respond to our environment.
This week was devoted to cultural dimensions. In addition to looking at research on collectivism/individualism and time consciousness, we also read an excerpt from Malcolm Gladwell’s book Outliers on the role of power-distance on airplane crashes. As we wrap up our SCLOA unit, you should be able to discuss the following topics:
What are the strengths and limitations of Hofstede’s concept of dimensions?
Discuss how Greenburg applied Hofstede’s theory in order to improve the safety record of Korean Airlines.
How does the dimension collectivism/individualism influence attribution errors? Conformity? Bystanderism? Be able to cite research.
Outside of being aware of time, what are other characteristics of time conscious cultures according to Hall? How has Zimbardo updated this theory with regard to time orientations?
What effect may time-consciousness have on our health? (cite research)
How has the use of prospective research increased the validity of time-consciousness research?
This week we will wrap up the unit with an essay and then the creation of a study guide (it can’t get more exciting) – and then we will begin the Cognitive Level of Analysis.
This week was not as I expected it to be. Thank you all for your patience and support with my broken ankle. Your kindness was rather humbling.
Our theme this week was culture. At the end of this week, you should be able to:
Define culture and be able to identify the important components of the definition.
Explain what is meant by ethnocentrism.
Distinguish between an emic and an etic approach to studying culture.
Be able to describe two cultural dimensions. We have looked at the following: individualism/collectivism; power distance; long-term orientation; masculinity/femininity; ambiguity tolerance.
As part of our discussion this week, we also talked about how cultures compare and how dimensions may influence the interaction between cultures.
I also mentioned a book that was published last year called “The Tiger Mom.” Take a look at this op ed piece from last year. More importantly, take a look at the comments that follow the article. Please post any thoughts you have on it.
This week we finished up our study of social cognition by examining the concept of conformity. You should be able to discuss all of the following concepts:
What is the difference between conformity, obedience, and compliance?
Explain and evaluate the Asch paradigm.
Be able to describe the factors that affect conformity. (see pp 120 – 121 in your text).
Be able to explain the reasons why people conform – informational social influence (ambiguity, social comparison, cognitive dissonance) and normative social influence (the need to be part of a group).
Be able to give examples of how culture affects levels of conformity (see studies on p 123 of text).
When we get back from break, it is time to start talking about culture. Please be sure to be reading your books for your book blogs….
This week we focused on compliance techniques and how they can be applied to change behaviour. At the end of this week you should be able to answer the following questions:
What is the difference between compliance and obedience?
What is meant by reciprocity? What is the technique of door-in-the-face?
What is meant by commitment? What are the techniques of low-balling and foot-in-the door?
You should be able to discuss how these compliance techniques actually work.
You should also be able to discuss the limitations of compliance as a theory for explaining human behaviour.
