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Lecture 6

Lecture 6- 24th October, 2013.docx

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Department
Psychology
Course
PSYC14H3
Professor
Sisi Tran
Semester
Fall

Description
PSYC14 Cross Cultural Social Psychology Lecture 6 24 October, 2013 Cognition and Perception - Culture exists in the way we think. We have values about the world and environment and the way we process it - Mischel and Shoda- conducted a study looking at kids at a camp, the camp was 6 weeks and they gathered 160 hours of observation for each child. They saw aggression, prosocial behaviour. They noticed five situations that were apparent to each child. - The five sittuations were: - When an peer approached them - When a peer teased them - When an adult warmed them - When an adult praised them - When an adult punished them - You can see that their behaviour is a bit inconsistent when interacting with an adult - But the most consistent behaviour is when a peer approach them - Maybe it can be because the child is brought up in a different background, they are counterintuitive, - Found that when a peer approached them, they behaved aggressively - Then you have another child that behaved aggressive is when the parent warned them. - Mishcel states that if then profiles invite questions about person construal of situations, motivations, goals ad expectations. - They wanted to know why these behaviour differ - Mischel and Shoda showed that it is because of Cognitive Affective Units - You have these thoughts and feelings that are interconnected network - This ultimately predicts behaviour - Different pathways become activated in relation to features of the situation - If the situation occurs, then you think and feel a certain way and then it leads to a behaviour/ outcome - This model has been adapted to be the Cultural Cognitive- Affective Processing System Cultural Cognitive- Affective Processing Sytem (C-CAPS) - Features of situations, thoughts, and feelings about the situation, behaviour that occurs because of the thoughts and feelings - Physical culture signifies representatives of a culture. Phsyical culture sets the dynamic. Having a podium at the front of the room, it sets the physical culture that the professor should stand behind the podium. - Subjective culture: a collective set of beliefs, a shared belief. Here they talk about protestant work ethic. We internalized standard with out environment. - Nominal situations are just specific situations have specific relations that lead to out thoughts which lead to our behaviour. - Application: Sensitivity to Race Based Relation - Dynamic that is based on particular experiences being more likely to occur to members of a particular group - Psychology of minority group members must be understood within the group’s own context and situations. - Nominal situation-work settings, rejection-sensitivity dynamic. People are always looking for sign based on their rejection sensitivity. - Physical Culture: might see segregated neighbourhoods, discrepancy in quality of schools - This is bound by subjective culture such as stereotypes and prejudice - Both of these things lead to nominal situations, people are always looking for signs of rejection, because it is grounded within their experience. - Subjective culture exist within society but it elicits thoughts in you, It caused you to appraised features of the situation differently. Because you are internalizing things, it creates behaviour. - The more this happens to you the more you self select, and decide what you want to do in that situation. - Application of C-CAPS in UTSC, Frosh - Physical Culture: T-shirts, cheers, campus - Subjective Culture: independence, maturity, freedom - Nominal Situation: Frosh - Features of Situation: Partying, Registration, meeting new people - CAU: closeness of others, excitement - Behaviour: adopting leadership role, may lead you back to be a frosh leader next year. - If you have negative CAUs for instance, you feel isolated, sad, overated. - Then the behaviour becomes withdrawal, and you wouldn’t want to go to the school anymore. - What is the difference then between th
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