DOCSLIB.ORG

PERSONALITY Psychoanalytic Social-Cognitive Humanism

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
PERSONALITY Psychoanalytic Social-Cognitive Humanism PERSONALITY Psychoanalytic Social-cognitive Humanism Freud’s psychosexual theory Reciprocal determinism—interplay Structure: id (pleasure principle), ego Maslow—self-actualization of (reality principle), superego (morals, Hierarchy of needs Personal factors/internal cognition ideals) * Safety—security—love—self- Behavior Levels of awareness: conscious, pre- esteem—self-actualization Environment conscious, unconscious Carl Rogers—person-centered Personal control (Julian Rotter) Development: oral, anal, phallic Genuineness External locus of control (Oedipal complex, penis envy), la- Unconditional positive regard Internal locus of control tency, genital Empathy *Without internal locus, learned Fixations helplessness results Defense mechanisms - reduce anxiety Explanatory style (Martin Seligman) Repression (primary) Optimistic Regression Trait theory Unstable, specific, external Reaction formation Pessimistic Rationalization Stable, global, internal Displacement Bandura Sublimation Greeks—4 humors (choleric, san- Personality influenced by observa- Projection guine, melancholic, phleg- tional learning, outside influ- Denial matic) ences (Bobo doll study) Neo-Freudians Allport (student of Freud) Self-efficacy (belief in ability to do Adler—social, not sexual tensions Eysenck—unstable/stable; intro- things that lead to positive out- * Birth order, inferiority complex verted/extroverted comes) Horney—rejected penis envy idea Costa & McCrae (Big 5) Carl Jung—collective unconscious OCEAN (openness, conscien- Assessment tiousness, extraversion, agree- The self Projective tests ableness, neuroticism) Rorschach Assessment TAT - Thematic Apperception Test MMPI (used factor analysis, em- pirically derived) Hazel Markus— ―possible selves‖ Draw-a-person Spotlight effect Sentence completion Cattell’s 16PF Person-situation controversy Self-referencing effect Evaluation: Self-esteem * Repression often not shown (vivid Walter Mischel—emphasizes power of situational factors Defensive vs. secure memory often results after trauma) Self-serving bias * Terror management theory Expressive style—thin slices Barnum effect—astrology, etc. STRESS & HEALTH Stress response Obesity & health Coping Stressor—leads to eustress or distress Physiology Depends on appraisal Fat cells—30-40 million Fight-or-flight—Walter Cannon Divide if too full, can’t get rid of Problem-focused (address Adrenal glands fat cells stressor) * Epinephrine (quick response) Set-point/metabolism Emotion-focused (seeks support * Glucocorticoids (slow response) Fat cells—low metabolic rate from others) General Adaptation Syndrome—Selye Metabolism slows when fat cells Exercise Alarm—activation of sympathetic are deprived, tries to maintain Biofeedback nervous system fat level Meditation Resistance—deal with/fight Genetics Spiritual connection Exhaustion—breakdown of immune Adopted children’s weight not system (telomeres in DNA affected, correlated to adoptive parents can’t replicate); hippocampus can’t Identical twins correlation +.72 make new memories as well Fraternal twins correlation +.32 Illness Conflict Chemical effect Heart (Friedman & Rosenman study) Leptin in rats—when up, weight Type A—anger, reactive vs. down Type B—relaxed Approach-approach 69% of heart attack victims were A Losing weight? Win-win situation Immune system impaired 2/3 of women, 1/3 of men trying Avoidance-avoidance * B lymphocytes (fight bacteria— Lose-lose situation formed in bone marrow) Approach-avoidance * T lymphocytes (formed in thymus, One choice, pros and cons fight viruses, cancers) * Macrophages (―big eaters Conditioning the immune system (Ader & Cohen study) * Sweetened water with immune suppressing drug—created classi- cally conditioned immune suppres- sion * Placebo effect in illness? LEARNING Classical conditioning Operant conditioning Latest contributions Associative learning Associative learning - consequences of behavior Latent learning (Tolman) - allows prediction (associate stimuli) - operant behavior - cognitive maps (demonstrate - respondent behavior Thorndike’s Law of Effect learning after award is given) Pavlov’s dogs (1904 Nobel prize) Skinner Intrinsic motivation (desire to do * US (food) leads to: * Operant chamber (Skinner Box) something for its own sake) UR (salivation to food) * Shaping - When rewards are given for activ- * CS (bell) becomes associated with - Successive approximations ity that is intrinsically reward- US, leads to: * Discrimination ing, enjoyment declines * CR (salivation to bell) Reinforcement (overjustification effect) Elements of classical conditioning: Positive reinforcement—pleasurable Extrinsic motivation (desire to do Acquisition stimulus after a response (strengthens something for reward) Extinction the response) - Should be recognition for a job Spontaneous recovery Negative reinforcement—reduces or well done Generalization removes a negative stimulus Biological predispositions Discrimination (still strengthens the response) - Easier to condition behaviors that Implications: * Primary reinforcers (water, food, match natural behavior, pro- Rescorla’s research on predictability etc.) vs. secondary reinforcers mote survival Garcia’s research of biological predis- (money, etc.) Legacy of Skinnerian thinking positions * Schedules of reinforcement - Criticism of deterministic philoso- * easier to condition food aversions Continuous (rapid learning) phy, dehumanization, loss of to taste rather than sight or sound Partial (intermittent) personal freedom * easiest to condition behaviors that - Ratio (certain # of behaviors) Observational learning (modeling) promote survival * Fixed (5 visits to restaurant = Mirror neurons (biological basis) Applications: free meal) - promote empathy Aversive conditioning—pairing a * Variable (slot machine) Bandura’s Bobo doll study negative stimulus with a desired - Interval (certain period of time) Child watches adult, mimics stimulus can help kick bad habits * Fixed (ex. each day @ 3 p.m.) Increase of violence, aggression Drug addicts sometimes have cravings * Variable (ex. shooting stars) Media influence related to environment Punishment Violent crimes—87% on TV, Classical conditioning of immune re- Positive punishment (add bad thing) 13% real life sponse (Ader & Cohen study) Negative punishment (take away good) Violent action is correlated to Extinction can help cure phobias *Both create avoidance behaviors viewing violence (media, video (ex. lie—becomes neg. reinforced) games) - leads to desensitiza- tion MEMORY ENCODING STORAGE RETRIEVAL Controlled by attention Information-processing theory Aids (retrieval cues): Sensory STM LTM Context Types: State-dependent Acoustic Sensory memory (Sperling) Mood-congruent Visual Iconic Priming Semantic Echoic Recognition vs. recall Affected by: STM (requires attention) Chunking 7 +/- 2 chunks Retrieval failure: Self-reference effect Forgetting curve Elaboration LTM (Ebbinghaus) Rehearsal Explicit (declarative) Tip-of-the-tongue Spacing Semantic memory (facts) Reconstructive memory Hierarchies Episodic memory (incidents) (Elizabeth Loftus) Next-in-line effect Flashbulb memory *Misinformation effect Serial position effect (emotional incidents) *Source amnesia Primacy effect Prospective memory (remember *Rosy retrospection Recency effect to do something in the future) Interference Mnemonic devices Proactive Peg-words Retroactive Method of loci Amnesia Alliteration BIOLOGICAL FACTORS Anterograde Music Retrograde Lashley’s research Repression Hippocampus Amygdala Long-term potentiation Cerebellum Stress hormones DEVELOPMENT PHYSICAL SOCIAL COGNITIVE MORAL Prenatal Zygote Embryo (2-8 wks) Lev Vygotsky (social-cognitive) Schemas Kohlberg’s theory Fetus (8+ wks) Zone of proximal development Assimilation Preconventional morality Mentors Accommodation Avoiding punishment Teratogens Lorenz’s study of imprinting Conventional morality Fetal alcohol syndrome Harlow’s research on touch Sensorimotor stage (0-2) Accepting rules of society Radiation Stranger anxiety Object permanence (6 mos) Postconventional morality (8-15th week, migration) Ainsworth’s attachment theory Ethics, abstract morality Radiation: stops short Strange situation paradigm Preoperational stage (2-7) No absolutes FAS: too far Secure attachment (60%) Egocentrism Carol Gilligan Insecure attachment Animism Men - Rules & ethics Reflexes Ambivalent Symbolic thought begins Women - Relationships Moro Avoidant Rooting Baumrind’s parenting styles Concrete operational stage (8- Jonathan Haidt Babinski Authoritarian 12) Social intuitionist theory Palmar Authoritative Conservation Gut-level reactions Permissive Volume (limbic system) Maturation Erikson’s stages (psychsocial) Area Cephalocaudal Trust vs. mistrust Number Proximodistal (0-1) basic trust Reversibility Autonomy vs. shame & doubt METHODS OF Puberty (1-2) independence Formal operational stage (12+) STUDY Primary sex characteristics Initiative vs. guilt Hypothesis testing Secondary sex characteristics (3-5) initiation of tasks Abstract thinking Frontal lobe development Competence vs. inferiority Megacognition Longitudinal research (6-12) accomplishment Old age Identity vs. role confusion Self concept Cross-sectional research Recall vs. recognition (13-20s) sense of self 18 mo.—rouge test Decay of fluid intelligence Intimacy vs. isolation Consistency of crystallized (20s to 40s) relationship Intelligence Generativity vs. stagnation Dementia (40s to 60s) contribution STAGES OF DEATH/DYING (Kubler-Ross) Alzheimer’s disease Integrity vs. despair Denial … Anger … Bargaining … Depression …
Load more

Recommended publications
  • Media Campaigns and Perceptions of Reality
    2820 Media Campaigns and Perceptions of Reality Media Campaigns and Perceptions of Reality Rajiv N. Rimal Johns Hopkins Bloomberg School of Public Health Humans act, at least partly, on the basis of how they think others expect them to act. This means that humans have the capacity to know what others think or expect them to do. Some researchers have argued that understanding what others think is essential to social life and that successful human relationships depend on our ability to read the minds of others (Gavita 2005; → Symbolic Interaction). How good are we, though, at knowing what others think or expect us to do? Data show that there is often a negative correlation between our perceived ability to know what others are thinking and what they are actually thinking (Davis & Kraus 1997). In other words, those who are more confident about their ability to know what others are thinking are, in fact, less accurate, compared to those who are less confident. Accuracy, however, may not be important in this context because what we choose to do usually depends on our perceptions more strongly than on objective reality (→ Media and Perceptions of Reality; Social Perception). Most communication-based campaigns, at their core, have the central mission to change people’s perceptions of reality, whether that reality pertains to something external (such as a political issue, an organization, etc.) or internal (self-concept). For example, political campaigns seek to change people’s perceptions about a particular candidate or issue, commercial campaigns strive to alter people’s attitudes toward a product, and health campaigns seek to alter people’s perceptions about their self-image, ability, or self- worth, just to name a few (→ Advertisement Campaign Management; Election Campaign Communication; Health Campaigns, Communication in).
    [Show full text]
  • 'Everybody's Doing It': on the Persistence of Bad Social Norms
    Experimental Economics (2020) 23:392–420 https://doi.org/10.1007/s10683-019-09616-z ORIGINAL PAPER ‘Everybody’s doing it’: on the persistence of bad social norms David Smerdon1 · Theo Oferman2 · Uri Gneezy3 Received: 5 July 2017 / Revised: 15 May 2019 / Accepted: 21 May 2019 / Published online: 31 May 2019 © Economic Science Association 2019 Abstract We investigate how information about the preferences of others afects the persis- tence of ‘bad’ social norms. One view is that bad norms thrive even when people are informed of the preferences of others, since the bad norm is an equilibrium of a coordination game. The other view is based on pluralistic ignorance, in which uncer- tainty about others’ preferences is crucial. In an experiment, we fnd clear support for the pluralistic ignorance perspective . In addition, the strength of social interac- tions is important for a bad norm to persist. These fndings help in understanding the causes of such bad norms, and in designing interventions to change them. Keywords Social norms · Pluralistic ignorance · Social interactions · Equilibrium selection · Conformity JEL Classifcation C92 · D70 · D90 · Z10 1 Introduction Social norms provide informal rules that govern our actions within diferent groups and societies and across all manner of situations. Many social norms develop in order to overcome market failure, mitigate negative externalities or promote positive We acknowledge the University of Amsterdam Behavior Priority Area for providing funding for the experiment. Electronic supplementary material The online version of this article (https ://doi.org/10.1007/s1068 3-019-09616 -z) contains supplementary material, which is available to authorized users.
    [Show full text]
  • Pluralistic Ignorance Concerning Alcohol Usage Among Recent High School Graduates
    Modern Psychological Studies Volume 3 Number 1 Article 5 1995 Pluralistic ignorance concerning alcohol usage among recent high school graduates Jill S. Braddock University of Evansville Tonia R. Wolf University of Evansville Follow this and additional works at: https://scholar.utc.edu/mps Part of the Psychology Commons Recommended Citation Braddock, Jill S. and Wolf, Tonia R. (1995) "Pluralistic ignorance concerning alcohol usage among recent high school graduates," Modern Psychological Studies: Vol. 3 : No. 1 , Article 5. Available at: https://scholar.utc.edu/mps/vol3/iss1/5 This articles is brought to you for free and open access by the Journals, Magazines, and Newsletters at UTC Scholar. It has been accepted for inclusion in Modern Psychological Studies by an authorized editor of UTC Scholar. For more information, please contact [email protected]. Till S. Braddock and Tonia R. Wolf Pluralistic Ignorance Concerning that expectations were more important in predicting an adolescent's drinking habits Alcohol Usage Among Recent than either background or demographic High School Graduates variables. Jill S. Braddock and Tonia R. Wolf Prentice and Miller (1993) conducted a study at Princeton University University of Evansville designed to test "pluralistic ignorance" in undergraduates' use of alcohol. They Abstract found pluralistic ignorance prevalent in the undergraduates' beliefs that they were Recent high school graduates in a mid- less comfortable with drinking alcohol western community estimated their than the average student. Thus, alcohol classmates' attitudes toward alcohol use use may play an integral role in campus in contrast to their own positions. life because everyone believes it to be the Attitudes were assessed on three levels: accepted norm, despite conflicting subjective comfort with others' drinking, personal sentiments.
    [Show full text]
  • Pluralistic Ignorance Varies with Group Size∗ a Dynamic Model of Impression Management
    Pluralistic Ignorance Varies With Group Size∗ A Dynamic Model of Impression Management Mauricio Fern´andezDuquey December 6, 2018 Abstract I develop a theory of group interaction in which individuals who act sequentially are `impression managers' concerned with signaling what they believe is the majority opin- ion. Equilibrium dynamics may result in most individuals acting according to what they mistakenly believe is the majority opinion, a situation known as `pluralistic ig- norance'. Strong ex ante beliefs over others' views increases pluralistic ignorance in small groups, but decreases it in large groups. Pluralistic ignorance may lead to a perverse failure of collective action, where individuals don't act selfishly because they incorrectly believe they are acting in a way that benefits others, which results in an inefficient drop in social interactions. A policymaker who wants to maximize social welfare will reveal information about the distribution of opinions in large groups, but will manipulate information to make the minority seems larger if the group is small. ∗The latest version of the paper can be found at https://scholar.harvard.edu/duque/research. I would like to thank Samuel Asher, Nava Ashraf, Robert Bates, Iris Bohnet, Jeffry Frieden, Benjamin Golub, Michael Hiscox, Antonio Jim´enez,Horacio Larreguy, Navin Kartik, Scott Kominers, Stephen Morris, Pia Raffler, Matthew Rabin, Kenneth Shepsle, Joel Sobel, and seminar participants at Harvard University, ITAM, CIDE, and the European Economic Association. yHarvard University and CIDE. E-mail: [email protected]. 1 1 Introduction When group members act according to what they think others want, they may end up doing what nobody wants.
    [Show full text]
  • Dynamics of a Social Norm: Female Genital Mutilation/Cutting
    1 readings Dynamics of a Social Norm: Female Genital Mutilation/Cutting Reading 1.1: Bicchieri, C. Norms In The Wild How To Diagnose, Measure And Change Social Norms, Cambridge University Press, 2016. Cristina(Bicchieri( Norms(in(the(Wild:(How(to(diagnose,(measure(and(change(social(norms( 1( Cambridge(University(Press( ( ( Chapter 1 Diagnosing norms Collective behaviors, behavioral patterns shared by a group of individuals, may be studied in a variety of ways. We may explore the functions that they perform in a society or group and investigate the environments within which they emerge or dissipate. Alternatively, we may focus on the reasons why people engage in such behaviors by investigating the incentives and constraints that they face when engaging in an established behavior or adopting a new one. These two approaches are fully compatible, and the importance of stressing one or the other depends upon our intellectual and practical goals. Especially in light of wanting to change or promote particular behaviors, it becomes important to understand a collective behavior’s nature: some, but not all, may be interdependent. People’s behavior may depend on what others who matter to them do or believe should be done. Conventions, fads, fashions, and social norms are all interdependent behaviors, and social norms are the primary example. However, not all collective behaviors are interdependent, and not all interdependent behaviors are social norms. Habits, social customs and moral injunctions are instead independent, in the sense that they all involve us undertaking certain actions regardless of what others do or expect us to do. For example, we wear warm clothes in winter and use umbrellas when it rains, independently of what our Readings ( Cristina(Bicchieri( Norms(in(the(Wild:(How(to(diagnose,(measure(and(change(social(norms( 2( Cambridge(University(Press( ( (friends or neighbors do, and we may obey kashrut dietary laws whether or not other Jews respect them.
    [Show full text]
  • War and Peace: Social Psychology Approaches to Armed Conflicts and Humanitarian Issues
    War and Peace: Social Psychology Approaches to Armed Conflicts and Humanitarian Issues September 9-11, 2004, Geneva, Switzerland Program 2 Conference organizers Juan Manuel Falomir University of Geneva Daniel Muñoz-Rojas International Committee of the Red Cross Xenia Chryssochoou Panteion University of Social and Political Sciences Scientific advisers Willem Doise University of Geneva Gabriel Mugny University of Geneva Secretariat Erika Hofmann University of Geneva Laurence Bozetto International Committee of the Red Cross Sponsors 3 Thursday, September 9 Conference welcome: Juan Manuel Falomir (Organizer) & René Kosirnick (ICRC) SOCIAL REPRESENTATIONS OF ARMED CONFLICTS AND IDENTITY ISSUES Chair : Daniel Muñoz-Rojas Daniel Bar-Tal & Neta Oren (Tel Aviv University, Israel): Ethos and Identity: Expressions and Changes in the Israeli Jewish Society Stephen Reicher (University of St. Andrews, Scotland): Political Decision-making Process and Perceived Legitimacy of Intergroup Violence: Some Notes towards a Social Psychology of International Solidarity Marina Herrera and Stephen Reicher (Universitat de València, Spain): On Social Category Construction and its Implications in an Armed Conflict Tomohiro Kumagai, Hiroshi Oikawa and Ken-ichi Ohbuchi (Tohoku University, Japan): Laboratory Study of Third Party Aggression and the Escalation of Inter-group Conflicts Gerasimos Prodromitis and Stamos Papastamou (Panteion University, Greece): The War in Iraq: Issues of Legitimacy and Queries of Legitimation in International Armed Violence UNDERSTANDING PUBLIC SUPPORT TO ARMED CONFLICT Chair : René Kosirnik Alexander Todorov (Princeton University, USA): Pluralistic Ignorance, Legitimacy, and Support for Unilateral Military Policies J. Christopher Cohrs, Barbara Moschner, Jürgen Maes and Sven Kielman (Friedrich-Alexander Universität, Germany): Moral Disengagement in Attitudes towards War Felicia Pratto, Demis Glasford and Peter Hegarty (University of Connecticut, USA): Who’s life is it anyway? How Group Interests and Group Values Shape what Violence is Considered Moral Juan M.
    [Show full text]
  • The Preference for Belief Consonance
    Journal of Economic Perspectives—Volume 30, Number 3—Summer 2016—Pages 165–188 The Preference for Belief Consonance Russell Golman, George Loewenstein, Karl Ove Moene, and Luca Zarri The great pleasure of conversation, and indeed of society, arises from a certain correspondence of sentiments and opinions, from a certain harmony of minds, which like so many musical instruments coincide and keep time with one another. —Adam Smith, The Theory of Moral Sentiments, 1759 hy are people who hold one set of beliefs so affronted by alternative sets of beliefs—and by the people who hold them? Why don’t people W take a live-and-let-live attitude toward beliefs that are, after all, invisibly encoded in other people’s minds? In this paper, we present evidence that people care fundamentally about what other people believe, and we discuss explanations for why people are made so uncomfortable by the awareness that the beliefs of others differ from their own. This preference for belief consonance (or equivalently, distaste for belief dissonance) has far-ranging implications for economic behavior. It affects who people choose to interact with, what they choose to exchange infor- mation about, what media they expose themselves to, and where they choose to live ■ Russell Golman is Assistant Professor of Social and Decision Sciences, Carnegie Mellon University, Pittsburgh, Pennsylvania. George Loewenstein is the Herbert A. Simon Professor of Economics and Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania. Karl Ove Moene is Professor of Economic Policy, University of Oslo, Oslo, Norway. Luca Zarri is Associate Professor of Economic Policy, University of Verona, Verona, Italy.
    [Show full text]
  • Being Controlled by Normative Influences: Self-Determination As a Moderator of a Normative Feedback Alcohol Intervention
    Health Psychology Copyright 2006 by the American Psychological Association 2006, Vol. 25, No. 5, 571–579 0278-6133/06/$12.00 DOI: 10.1037/0278-6133.25.5.571 Being Controlled by Normative Influences: Self-Determination as a Moderator of a Normative Feedback Alcohol Intervention Clayton Neighbors Melissa A. Lewis University of Washington North Dakota State University Rochelle L. Bergstrom Mary E. Larimer Minnesota State University Moorhead University of Washington The objectives of this research were to evaluate the efficacy of computer-delivered personalized normative feedback among heavy drinking college students and to evaluate controlled orientation as a moderator of intervention efficacy. Participants (N ϭ 217) included primarily freshman and sophomore, heavy drinking students who were randomly assigned to receive or not to receive personalized normative feedback immediately following baseline assessment. Perceived norms, number of drinks per week, and alcohol-related problems were the main outcome measures. Controlled orientation was specified as a moderator. At 2-month follow-up, students who received normative feedback reported drinking fewer drinks per week than did students who did not receive feedback, and this reduction was mediated by changes in perceived norms. The intervention also reduced alcohol-related negative consequences among students who were higher in controlled orientation. These results provide further support for computer- delivered personalized normative feedback as an empirically supported brief intervention for heavy drinking college students, and they enhance the understanding of why and for whom normative feedback is effective. Keywords: social norms, feedback, intervention, self-determination, alcohol Social factors are the strongest and most consistent predictors of Personalized Normative Feedback Interventions heavy drinking among college students (Perkins, 2002).
    [Show full text]
  • A Contingent Perspective on Pluralistic Ignorance: When The
    1 A CONTINGENT PERSPECTIVE ON PLURALISTIC IGNORANCE A Contingent Perspective on Pluralistic Ignorance: When the Attitudinal Object Matters Léïla Eisner12, Dario Spini12, Nicolas Sommet12 1Institute of Social Sciences, University of Lausanne, 2Swiss National Centre of Competence in Research LIVES –Overcoming vulnerability: life course perspectives, University of Lausanne Version accepted for publication in the International Journal of Public Opinion Research, https://doi.org/10.1093/ijpor/edz004 2 A CONTINGENT PERSPECTIVE ON PLURALISTIC IGNORANCE Abstract Although past research has suggested that pluralistic ignorance—a mismatch between perceptions of others’ opinions and actual personal opinions—does not occur in every circumstance, no studies have directly investigated variations among different attitude objects. Drawing upon theoretical and analytical approaches based on social representations, this study examines differences between personal opinions and perceived opinions of different groups toward same-sex female parenting (a newly debated object) and working mothers (an older debated object). Using data from a study (N = 743) conducted in Switzerland, the findings indicate that pluralistic ignorance occurs in opinions toward same-sex female parenting. Furthermore, the findings show that pluralistic ignorance arises from false consensus among conservatives and from false uniqueness among liberals. Keywords: social representations, perceptions, political orientation, pluralistic ignorance, false consensus, false uniqueness 3 A CONTINGENT
    [Show full text]
  • We Change the World by Doing Nothing
    Teacher EducationSuzanne Quarterly, Soo Hoo Winter 2004 We Change the World by Doing Nothing By Suzanne Soo Hoo In a recent report by the American Educational Research Association’s Consensus Panel on Teacher Education, Etta Hollins (2003), whose role it was to examine teacher education programs’ ability to meet the needs of underserved communities, concluded that many of these programs offer candidates a strong foundation in social justice but they generally do not provide comprehensive strategies for prospective teachers to work with neglected and disenfranchised student populations. What this finding suggests is that while progressive teacher educators are proficient in raising awareness around issues of equity, justice, and democracy, there is a great deal of work that needs to be done to advance the necessary tactics to enact these principles. But even when teacher education programs provide practical strategies for combating oppressive practices in schools, student-teachers frequently report that they are faced with institutional barriers that block their ability to operationalize critical pedagogy in their classrooms. Prospective teachers often state that they cannot find ways, nor are they encouraged, to integrate new ideas into old, defunct, institutionalized schemata that continue to shape learning and teaching in the places that they works. In addition, many student-teachers are struggling just to keep up with the overwhelming Suzanne Soo Hoo is a demands of the existing curriculum. And finally, there professor with the School are those educators who are complacent with the status of Education at Chapman quo and thus reject efforts to democratize schooling. University, Orange, While critical academics recognize the need for California.
    [Show full text]
  • On the Emergence and Persistence of Bad Social Norms
    TI 2016-023/I Tinbergen Institute Discussion Paper Everybody's doing it: On the Emergence and Persistence of Bad Social Norms David Smerdon1,2 Theo Offerman1,2 Uri Gneezy3 1 Faculty of Economics and Business, University of Amsterdam, the Netherlands; 2 Tinbergen Institute, the Netherlands; 3 UC San Diego, United States. Tinbergen Institute is the graduate school and research institute in economics of Erasmus University Rotterdam, the University of Amsterdam and VU University Amsterdam. More TI discussion papers can be downloaded at http://www.tinbergen.nl Tinbergen Institute has two locations: Tinbergen Institute Amsterdam Gustav Mahlerplein 117 1082 MS Amsterdam The Netherlands Tel.: +31(0)20 525 1600 Tinbergen Institute Rotterdam Burg. Oudlaan 50 3062 PA Rotterdam The Netherlands Tel.: +31(0)10 408 8900 Fax: +31(0)10 408 9031 \Everybody's Doing It": On the Emergence and Persistence of Bad Social Norms David Smerdon1,2, Theo Offerman1,2 and Uri Gneezy3 1University of Amsterdam 2Tinbergen Institute, Amsterdam 3UC San Diego April 2016 Abstract Social norms permeate society across a wide range of issues and are important to understand- ing how societies function. In this paper we concentrate on `bad' social norms - those that are inefficient or even damaging to a group. This paper explains how bad social norms evolve and persist; our theory proposes a testable model of bad norms based on anecdotal evidence from real-world examples. We then experimentally test the model and find empirical support to its main predictions. Central to the model is the role of a person's social identity in encouraging compliance to a norm.
    [Show full text]
  • A Situationist Perspective on the Psychology of Evil: Understanding How Good People Are Transformed Into Perpetrators
    1 A Situationist Perspective on the Psychology of Evil: Understanding How Good People Are Transformed into Perpetrators. Philip G. Zimbardo, Ph. D. (Psychology Department, Stanford University)1 Chapter in Arthur Miller (Ed.). The social psychology of good and evil: Understanding our capacity for kindness and cruelty. New York: Guilford. (Publication date: 2004). {Revised July 25, 2003} --------------------------------------------------------------------------------------------------------------------- Abstract I endorse a situationist perspective on the ways in which anti-social behavior by individuals, and of violence sanctioned by nations, is best understood, treated and prevented. This view has both influenced and been informed by a body of social psychological research and theory. It contrasts with the traditional dispositional perspective to explaining the whys of evil behavior. The search for internal determinants of anti-social behavior locates evil within individual predispositions – genetic “bad seeds,” personality traits, pathological risk factors, and other organismic variables. The situationist approach is to the dispositional as public health models of disease are to medical models. It follows basic principles of Lewinian theory that propel situational determinants of behavior to a foreground well beyond being merely extenuating background circumstances. Unique to this situationist approach is using experimental laboratory and field research as demonstrations of vital phenomena that other approaches only analyze verbally
    [Show full text]