3. Essay Q&A

StudyBlue printing of 3. Essay Q&A html, body, div, span, applet, object, iframe, h1, h2, h3, h4, h5, h6, p, blockquote, pre, a, abbr, acronym, address, big, cite, code, del, dfn, em, font, img, ins, kbd, q, s, samp, small, strike, strong, sub, sup, tt, var, b, u, i, center, fieldset, form, label, legend, table, caption, tbody, tfoot, thead, tr, th, td { margin: 0; padding: 0; border: 0; outline: 0; font-size: 100%; background: transparent; } body { line-height: 1; } blockquote, q { quotes: none; } blockquote:before, blockquote:after, q:before, q:after { content: ''; content: none; } /* remember to define focus styles! */ :focus { outline: 0; } /* remember to highlight inserts somehow! */ ins { text-decoration: none; } del { text-decoration: line-through; } /* tables still need 'cellspacing="0"' in the markup */ table { border-collapse: collapse; border-spacing: 0; } /* end RESET */ .header { min-width:800px; } .logo { padding:6px 20px 2px 20px; margin:0; font-size:25px; font-weight:bold; color:#808285; position:relative; border-bottom: 1px solid #c5c5c5; } .logo-blue { color:#70adc4; } .logo-desc { font-weight:normal; font-size:19px; color:#cccccc; margin-top:50px; position:absolute; display: none; } .back-button { position:absolute; top:20px; right:20px; font-size:13px; line-height:25px; color:rgb(0,175,225); font-weight:normal; } .back-button a { color:rgb(0,175,225); } .instructions { padding:0; margin:0; width:100%; position:relative; color:rgb(100,100,100); } .step-holder { border-left:1px solid #ededed; margin-left:20px; } .steps { padding:15px 0; float:left; width:24%; border-right:1px solid #ededed; text-align:center; } .steps-01 { } .steps-02 { } .steps-03 { } .steps-04 { } .label { padding:5px 10px; } .print-button { } .print-button a { background-color:rgb(0,175,225); color:white; line-height: 19px; padding:9px 8px 5px 30px; font-size:14px; text-decoration:none; background-image: url(images/printer.png); background-repeat: no-repeat; background-position: 7px 50%; -moz-border-radius: 5px; -webkit-border-radius: 5px; } .print-button a:hover { background-color:black; } .theNote .content { width: 8.0in !important; margin: 5px auto; padding:20px; background-color:white; } .theNote .header { border-bottom: 1px dashed #C8C8C8; font-size: 17px; padding: 0 0 10px; line-height: 19px; color: #00ADE1; min-width:500px; } .theNote .body { font-size: 14px; line-height: 19px; padding: 10px 0; } .theNote{ padding:6px 0; clear:both; background-color: rgb(200,200,200); } .theNote h3{ color: rgb(100,100,100); } .theNote h1, .theNote h3{ background-color:white; padding:2px 20px; width:8.0in !important; margin: 0 auto; font-size: 15px; } .theNote h1{ padding-top: 10px; font-size: 15px; } .theNote h1:first-child{ font-size: 20px; } .theNote h3 { font-size: 14px; font-weight: normal; } #options { border: 3px double #ccc; padding: 5px 12px; margin: 10px 50px 10px 20px; float: left; } #info { border-top: 1px solid #ccc; padding-top: 5px; font-style: italic; } li { margin: 5px 10px 5px 25px; } ul li { list-style: disc; } ol li { list-style: decimal; } img { border: 0; } table { clear: both; width: 100%; border: 1px solid #c5c5c5; border-width: 1px 0; margin: 0; page-break-after: always; } table#page { page-break-after: auto; } td { text-align: center; font-size: 12px; border-bottom: 1px dashed #c5c5c5; height: 1.75in; width: 50%; padding-left: 15px; } .leftside { border-right: 1px solid #cccccc; padding: 0 15px 0 0; } .bottom td { border-bottom: none; } .clearfix { clear:both; line-height:1px; height:1px; } img { max-width:80%; max-height:150px; margin:20px; } @media print {.header { display: none; } .content .header{ display:inherit; } table { border: 1px dashed #bbb; border-width: 1px 0; } .theNote{ background-color:white; } } Essay Questions Social Development *1. In the research on severe maternal deprivation in monkeys, describe all the effects observed and the means by which these effects have been reversed. How do such reversals relate to imprinting in birds? Describe the effects of severe maternal deprivation in humans and our sources of knowledge about these effects? > Harry Harlow isolated infant monkeys from any social contact at all, and only provided it with the nutrition and protection for survival in a solitary environment. After three months of the isolation, the monkeys became incredibly antisocial. They would sit in the corner of the cage and rock themselves, sometimes become fixated on strange things such as their own hands, and resort to self-mutilation at times. When introduced to normally raised monkeys their own age, they would not engage, and instead became aggressive, nervous, or scared. The only reversal of these effects came when the deprived monkeys were introduced to younger therapy monkeys. These young monkeys would insist on contact with the older deprived monkeys and assimilate them to social interaction. It is important that these monkeys are still in their sensitive periods, because it they are too old, they will have developed stranger anxiety, and will not attempt to bond with the strange older monkeys. Birds, specifically ducks, have similar sensitive periods to which they will form attachments to someone or something. A duck has a very short sensitive period, so it will become attached to whatever it is introduced to in its first hours of life. Giving the duck relaxing drugs to keep it from developing stranger anxiety can prolong this. It can also be prolonged by the increased exposure to something new, which is how the monkeys’ sensitive period is extended as well. >Children raised without this type of contact have similar problems as the monkeys. In Romanian orphanages, it was found that children who were subjected to the small amounts of contact or nurturing from others for an extended period of time were antisocial and aggressive. However, children who were rescued before two years of age had the ability to make normal connections with others, because their sensitive period was not over yet. >It was also discovered that monkeys raised in isolation that were later forced to reproduce, would often harm or kill their offspring. This may suggest that child abuse occurs as a result of a parent who was neglected as a child not being able to properly care for a child of their own. 2. Describe how an infant acquires its "mother tongue" and the factors and stages involved. What role does good attachment play? >critical points in development when language is learned. Cultural... Good attachment leads to learning a language from being exposed to it. Cognitive Development *1. According to Piaget, how does the infant see itself and objects around it at the beginning of the sensorimotor intelligence stage? What is involved in the development of "object permanence" over the course of that stage? What is the evidence from a habituation procedure that suggests object permanence is at least, to a degree, inborn? Describe that procedure and the rationale behind it. >According to Piaget, at the beginning of the sensorimotor stage, an infant can only rely on his own senses to experience his environment, and therefore, his world becomes comprised of those sensations. When he sees a toy, for example, he does not perceive it as an independent object; he lacks the conviction that an object continues to exist when out of sight–– object permanence . Piaget states that this understanding develops as the infant assimilates (develops) his interpretations of his environment according to schemas , or sensory and action patterns/expectations. When he makes new discoveries, he accommodates this information by changing his schemas. However, Piaget's beliefs on object permanence have been tested in infants. Evidence shows that perhaps it is present in infants at least to some degree. In the rod experiment , 4mo. olds were shown a rod moving back and forth behind a solid block. As a habituation procedure , after being shown this stimulus, the infants became habituated and stopped paying attention to it. The block was removed, and the infants were shown two displays: one with the moving rod unbroken, and the other of two aligned rod pieces in synchronized motion. The infants showed renewed interest in the latter display, indicating that they regarded this new stimulus as different from the old one (which was perceived as a full, unbroken rod). 2. In terms of the "table example" discussed in class, how do "reversibility" operations play a role in the development of "object permanence." How do these operations relate to those by which Young Gauss saw that, in summing all the integers from 1 through 10, the number 11 was conserved 5 times? By what rationale and into what formula did he "abstract" his discovery? What stage was he in? > ???? Social Psychology: Cognitive (plus Emotion ) 1. Describe what is meant by situation and dispositional attributions about the causes for behavior in other people and in one's self. How do individualistic and collectivistic cultures differ in the use of such attributions. Why are people more inclined to make situational attributions about their own behavior , as opposed to the behavior of others (the actor-observer difference)? What influence does the self-serving bias have on the use of these attributions? >Define: situational attribution and dispositional attribution. Individualistic and collectivistic. Actor-observer difference. 2. Factors regarding changes in self-perception : Define each of the following six terms (a) the central route to persuasion, (b) forced compliance, (c) justification of effort, (d) impression management, (e) social feedback [as operative according to the looking glass theory], (f) self feedback [as operative according to the James-Lange theory]. Discuss how they can apply to changes in self-perception according to an example Coons will relate in class. > Social Psychology: Influence and Relationships 1. Compare and contrast the reasons for altruism and the lack of altruism as discussed in the present chapter and in the annotated version of Chpt 12, under the heading, "The Biological Basis for Caring for Others: Self-Sacrifice & Altruism" (see handout #7, page 11) > *2. (i) How did the Milgram experiment promote blind obedience to immoral orders in its subjects and how did they justify their compliance? Refer to (a) psychological distance as it affects personal responsibility, (b) progressive (gradual) escalation , and (c) dehumanization and related issues. (ii) In Milgram's view, what crucial personal history factor works to make some individuals particularly susceptible to blind obedience? What relevant personality type might such individuals exhibit? (iii) What are "real life" significances of the Milgram study for your own participation in experiments? > The milgram experiment was created by Stanley Miligram who wondered if evil behavior is the result of personal defect or that anyone has the capacity for evil if the situation is powerful enough. The point of experiment was to determine how far participants would be in obeying experimenters instructions. He asked the participants to do a study in how punishment affects human learning. There were two roles assigned- teachers and learners. The results were rigged, with learner always being a confederate of the experimenter and teacher always the partcipant. The teachers job was to read out the cue word for each trial, record the learners answers, and to adminster punishments in forms of shock to any incorrect answers. With each wrong answer, the voltage of shocks increased by 15. While the learner did not actually receive shocks for the incorrect answers, the teacher though they were. As the voltage increased, the learners distress also did (a pre-recording). At 75 volts, he was heard to moan and groan. At 150 he demanded to be released, and at 300 volts it was silent- the max being 450 volts (which can lethally kill someone). If the teacher expressed reservations, the experimenter merely told him that experiment requires you continue, and the teachers would do so, despite hearing the learner in distress. Why were the teachers (participants) so obedient? This is because of how people relate to commands and authority . When we follow others orders, we feel as if they are in control so THEY are responsible for the results of their behavior. They justified their compliance by saying that they were merely following the instructions of the experiment and what the situation was asking of them. The feeling of being another persons instrument with little sense of personal responsibility is promoted in different ways- psychological distance, progressive escalation and dehumanization. Psychological distance is creating a distance between ones actions and ones results so feel less sense of a responsibility. We see this with the Milgram Studies that the learner and teacher were in differnet rooms, and since the teacher did not see the learner getting shocked, he was more willing to adminster the shock. Progessive escalation is a slow way down the slipper slope. Inculcation is graduation, making it important that obedience is learned and does not clash with own moral outlook. One example is how draftees of the army go through basic training to learn skills, but also to acquire habit of instant obdience. Dehumanization is another way to reinterpret an immoral situation so no sense of being responsible. One does so by ignoring the fact that the person is human, thinking of them in inhumane ways (like an object) which reduces the sense of guilt. By doing so, agression torwards victim more likely and less troubling to the agressor. (in this case the teacher) these are all ways of how to let oneself "off the hook" for morally queestionable orders. >As mentioned before, Milgram began these studies after the rise (and fall) of nazi facisim in Germany and how seemingly normal/rational people could support such immoral crimes. He points to Eichman, and asked why would he commit such atrocities? He answers this that it was the situation he was in that made him do it- it was really influnetial. So blind obedince is not limited to facist mentatliy, but brought by situational forces and everyone has the capacity to do evil. Milgram is imporant because it shows how inhumane acts are not limited to tortured, abused people or mentally ill- even someone normal can do so. It also shows how inhumane acts can occur in America, Australia and Canada- not just Germany. Another thing we learned from Milgram is that all the participants had a chance to leave, they signed consent forms and knew had the chance- yet the power of obedience is so great. We feel the need to "finish what we start" and it also shows the power an authoirty can have over a person. Even when given the chance to stop and leave, no one did. 2/3 of "teachers" adminstered the highest voltage in order to be in accordance and obdient with whats expected. This can apply to our lives when we do our psychology experiments because we sign consent forms and it always says at the bottom how we can leave without penalty, but more times than not, we dont. We also are obdient to the authority at hand, the experimenter and perservere with the experiment despite reservations (we want those damn credits!)