CS 160: Lecture 18Social PsychologyMere presence effectsMere presenceSlide 5Slide 6Mere presence – Design ImplicationsAttributionAttribution: ourselvesAttribution theoryAttribution theory – design implicationsSocial ComparisonGroupsSlide 14Groups and MotivationGroup goalsSlide 17Group experiencesGroup experiences – design implicationsSummaryLivenotes: Collaborative in-class note-takingLivenotes: MotivationBackground: TVI and DTVITVI/DTVI studiesLiveNotes HardwareLiveNotes OverviewLaptop exampleNext time01/14/19 1CS 160: Lecture 18Professor John CannySpring 200301/14/19 2Social PsychologyWhy study it?It helps us understand human collaboration, which is one of the most difficult areas of psychology.01/14/19 3Mere presence effectsSimply being near others can lead to improved performance, e.g. Triplett’s fishing observations.Unfortunately, thisisn’t always the case. Sometimes the opposite happens.01/14/19 4Mere presenceStress, anxiety or stimulation increase physiological arousal, and arousal speeds up behavior.The presence of others pushes these buttons…But increased speed can also increase errors, so it can be bad on difficult tasks.01/14/19 5Mere presenceIncreased arousal generally helps learning But, it also heightens response to well-learned stimulae (Zajonic and Sales): It says “alpha helix”01/14/19 6Mere presenceMere presence isn’t quite the right idea.The presence of a blindfolded subject didn’t increase arousal, and didn’t affect performance.The presence of others evaluating or competing with us is what matters.01/14/19 7Mere presence – Design ImplicationsIncreasing the level of group “awareness” should increase mere presence effects:*Heightened arousal*Faster performance*Increased learning*More errorsExamples:*High awareness – video conferencing, phone*Medium – Instant messaging*Low awareness – Email01/14/19 8AttributionHow do we attach meaning to other’s behavior, or our own? This is called attribution. E.g. is someone angrybecause something badhappened, or because they are hot-tempered?01/14/19 9Attribution: ourselvesLets start with ourselves, how good are we at figuring out our emotions?Schacter: it depends strongly environmental and physiological factors, and others near us.The bottom line is that we can feel strong emotion, but struggle to recognize it as happiness or anger.01/14/19 10Attribution theoryAttribution theory concerns itself with cause: was this behavior caused by personality, or environment?Actor-Observer effect:*When I explain my own behavior, I rely on external explanations, “monsters took my shoes”*When I explain others’ behavior, I’m more likely to attribute it to personality and disposition, “bad kid”01/14/19 11Attribution theory – design implicationsIn order to understand another’s behavior, its important to have as much context as possible.E.g. room-scale video-conferencing:01/14/19 12Social ComparisonWe need to make comparisons to make judgements about people. Three rules:*Limitation: qualities must be observable and comparable to be attributed.*Organization: we use categories to describe and think about people; friendly, studious, careless etc. *Meaning: categories of personality must make sense, e.g. friendly and cooperative go together, friendly and hostile do not.01/14/19 13GroupsGroups are a strong influence on our behavior.A “reference” group is one we share a psychological connection with, e.g. a club or honor society we aspire to join. We compare our selves to reference groups to make self-assessments.01/14/19 14GroupsGroups give us value in several ways:They provide us norms for behavior (informational function)They satisfy interpersonal needs (interpersonal function)They provide us with concrete support, resources, help (material function)01/14/19 15Groups and MotivationGroups increase motivation in two waysFirst, the social interaction with the group intensifies individual motivation, and sometimes generates new individual motives.Second, the group can cause group goals and motives to be created. E.g. group maintenance is goal most groups have.01/14/19 16Group goalsGoals can be either short-term or long-term. Long-term goals are harder to manage and maintain and generally have less effect on group behavior.Short-term goals are strong force in motivating and reinforcing group performance.01/14/19 17Group goalsThe composition of the group can strongly affect its goals.E.g. a group united by profession will tend to adopt goals related to the profession’s methods. Groups often have subgroups that wield influence over the main group. They need not be majorities.01/14/19 18Group experiencesPrevious experience affects goal-setting.Groups that have succeeded are more likely to raise goals, groups that have failed are unlikely to lower them.01/14/19 19Group experiences – design implicationsNormative data can be very helpful – how am I doing compared to a typical colleague?*Compute normative data automaticallySet short-term goals, mark off successes – challenge to do this efficiently*PERT charts or Calendars*Daily software builds*Extreme programming01/14/19 20SummaryMere presence influences speed of performance, through evaluation and competition.Attributions of behavior causes have an actor-observer effect.Social comparison is how we make judgements.Groups influence our perception of self and others through norms (reference groups).Groups influence behavior as well.01/14/19 21Livenotes: Collaborative in-class note-takingSmall-group learning in large classesUses pen tablets to allow students to mark up Powerpoint slides an d communicate in small groups (4-7 optimal)01/14/19 22Livenotes: MotivationPeer instruction is a potent facilitator of classroom learning*It is helpful for students to explain material to one otherAttention is a critical resource in classrooms*A student’s attention is enhanced through interaction with his or her peersLearning takes place better in small groups*Promotes academic achievement, attitudes towards learning and student persistenceCan we foster small-grouplearning in large classrooms?01/14/19 23Background: TVI and DTVIThe TVI (Tutored Video Instruction) method was developed at Stanford.*A recording (videotape or web-based) is made of the lecture.*Students review the lecture in a small
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