PSYC14H3 Lecture 6: PSYC14 Lecture 6 Notes Feb 24 2017

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10 Mar 2017
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PSYC14 Lecture 6 Notes (February 24 2017)
Slide 2-3:
Missed these two
Slide 4:
A person has a way of behaving that is contingent on their environment. The CAUs is happening in their
head. This predicts their behaviour (if, then profile).
Slide 5:
Physical culture: institutions ie. University (utsc); stadium seating; exams. Part of this stems from the
subject of culture or the cultural belief meaning system. These are values or ideas that a group of people
hold. The subject of culture elicits the physicality of the culture, which elicits more of the subjective
culture. These things lead to nominal situations. It’s also part of the subjective culture and personal agency
to show competence. All of these features of a culture lead to specific situations, which have specific
features, which then elicit certain thoughts, feelings and behaviors. If, the…pofiles is ou
behaviour/choice.
Slide 6-7:
Phsial ultue is eas to idetit. I this ase, it’s segregated neighbourhoods and discrepant quality of
schools. Schools with either higher or lower income. Subjective culture is societal stereotypes and
prejudice. These two go back and forth. If the people in the neighbourhood self-segregate, then the
prejudice will stick. If there is very little exposure, then people will stay in their own area. The e’d fid
ourselves in nominal situations, very specific situations like a work setting. For example, a black person
not being promoted even though he has put in the same effort because of their background or history.
Specific thoughts and feelings will be activated. They will then appraise the situation and look at specific
kids of ifoatio petaiig to that otet. If, the…pofiles=the ight self-select and quit the job
or confront the person. They can also try and shift the culture at large and try to rally and get a
contingency. They can develop a campaign, show change and start a movement to shift culture.
Examples:
a) Nominal situation: arriving late
Physical culture: classroom (university setting; schedules)
“ujetie ultue: eig late is ad, disespetful, ad shos ou do’t alue othe’s time; promptness is
important
Features of situation: quiet, full class, no seats, all eyes on you
What ae ou thikig? Aiet, fea, do’t at attetio drawn to you
Behaviour: timeliness would change the situation
How to change the culture? Make a speech about tardiness
b) Nominal situation: Interview
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