PPE 3003 1st Edition Exam 5 Study Guide Lectures 15 17 Lecture 15 1 Explain why the story of Amadou Diallo demonstrates how important cognitive interpretations can be The story of Amadou Diallo is about an unfortunate case where police officers asked Diallo to put his hands up and while he was getting out his wallet to give the officer his i d another officer shot thinking he was reaching for a weapon The police officer s dilemma is whether or not to use ethnicity to disambiguate potentially threatening individuals In another study participants had a lower threshold for shooting African American targets versus White targets 2 Know and be able to differentiate the three levels of cognition The three levels of cognition include perception interpretation and goals and beliefs Perception is the imposing order on sensory information Interpretation is the making sense of an explaining of events Goals and beliefs are people s standards for evaluating selves and others 3 Understand how the Embedded Figures Test analyzes field dependence independence The Embedded Figures Test EFT is where there is a large picture with tiny random pictures within that individuals are tested to see if they can see the forest for the trees as the saying goes Field dependent people are those who have trouble finding the hidden pictures while field independent people are more able to find the find the figures 4 Know how field dependent people tend to differ from field independent people Field dependent people have trouble locating the hidden figures tend to rely on more social information and favor social sciences and education Field independent people on the other hand can easily locate the hidden figures are more able to ignore distractions and favor sciences and engineering 5 Describe the three dimensions of explanatory style The three dimensions of explanatory style are internal external stable unstable and global specific Stable is where if you do well on one exam then you will predict to do well on other exams whereas unstable is where you think you did well on one exam it will not guarantee to do well on the other exams Global is where if you do well on one exam whereas specific is where if you get a good grade on the exam you think it will be just on that one test 6 Be able to define locus of control Locus on control is being responsible for events This locus of control can be internal or external Too much of internal or external locus of control is a good thing Internal locus of control can be positive because it is a motivator because you know the burden will fall on you and you have to take personal responsibility for it They are more likely to control more of weight likely to graduate with a degree and conserve and save more money Internal locus of control can also be negative because the person tends to blame themselves for all negative things in their life especially when it is not their fault 7 Be able to explain learned helplessness Learned helplessness is the lack of influence in one circumstance affecting future judgments of ability to influence 8 Be able to define self efficacy Self efficacy is the belief that one can execute a plan of action to achieve one s goals 9 Be able to explain Dweck s theory of mastery orientation Dweck s theory of mastery orientation contains incremental and entity theory persons Entity theory people view their intelligence as unchangeable and fixed internal characteristics They also tend to shy away from academic challenges Those with incremental theory of intelligence believe intelligence can be increased through effort and persistence and seek out such challenges 10 Understand the difference between achievement vs aptitude intelligence The achievement view of intelligence states that intelligence is associated with how much knowledge an individual has learned compared to other in the same age cohort Aptitude intelligence is the ability to become educated as the ability to learn 11 Be able to explain what emotional intelligence is and how it differs from traditional views of intelligence Emotional intelligence considers five abilities that general intelligence does not include These five abilities include self awareness emotion regulation self control leadership and the ability to decode the social and emotional cues of others The traditional view of intelligence is the application of cognitive skills and knowledge to solve problems learn and achieve goals that are valued by the individual and the culture the person lives in Goleman developed emotional intelligence because he believed that traditional intelligence did not properly predict important life outcomes such as job success or quality of marriage and other relationships Lecture 16 1 Understand the 3 components of emotions The three components of emotions include distinct subjective feeling or affects associated with bodily changes mostly in nervous system and distinct action tendencies 2 Understand how emotions are adaptive and be able to provide examples Emotions are adaptive because they generate short term adaptive actions that help us survive Examples include the emotion of disgust that prevents people from eating harmful things sadness that allows people to see the need for social support from others and fear that stops people form doing dangerous activities 3 Know and understand the 2 approaches to studying emotions The two approaches are categorical and dimensional The categorical approach to studying emotions argues that there are only a few primary emotions that are anger joy anxiety and sadness according to Ekman Different theorists use different criterion for identifying these primary emotions Averill made a list of 550 terms that describe different feeling states where Izard believed there were 10 primary emotions The dimensional approach states that emotions are not distinct but rather exist on a continuum The two dimensions are activation and pleasantness aka arousal and valance 4 Be able to characterize emotions based on the dimensions of activation and pleasantness Those who are characterized as high activation and pleasant are pleased glad aroused astonished excited happy and delighted Those who are characterized as high activation and unpleasant are distressed annoyed frustrated tense angry afraid and alarmed Those who are said to be low in activation and unpleasant are miserable sad depressed gloomy bored and droopy Those who are said to be low in activation and pleasant are content
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