PSY100 Finals PDF

(WEEK 13) The Digital Self Exemplification – strategic self-sacrifice Intimidation – showing off authority, power, or The social world of a western-influenced society, t...

(WEEK 13) The Digital Self Exemplification – strategic self-sacrifice Intimidation – showing off authority, power, or The social world of a western-influenced society, the potential to punish is typically consists of three domains: Supplication – a person exploits his 1. Family weaknesses or shortcomings to receive help or 2. School benefit 3. Neighborhood But with the emergence of the Internet, however, adds a ★​ IMPACTS OF SOCIAL fourth domain – the online life. INTERACTIONS TO THE SELF In the digital age, the Internet could highly affect how ★​ THE DIGITAL SELF teenagers form their identities. They tend to seek for The digital self, also known as online identity, is used outside affirmation from friends and strangers through to describe a person’s representation of himself on the different social media platforms. Internet. -​ However, this can also give them an amplified -​ In different social media platforms, a person can feeling of invisibility which can have a great construct a controlled projection that impacts influence on how they perceive themselves. how other people perceive him. The current generation doesn’t know how to The characteristics of the digital self (Zhao, 2005): differentiate their real-time identity and online ​ Oriented inward identity. They see these two as identical, when in fact ​ Narrative in nature these are not. ​ Retractable -​ Technology, specifically the Internet, makes it ​ Multipliable more difficult for teenagers to form an identity since it creates more versions of the “self” An individual’s belief of how other people perceive him than before. defines the social self. -​ He naturally create a social identity to achieve a “Digiphrenia is the experience of trying to exist in perceived belongingness to a certain group. more than one incarnation of yourself at the same Thus, a person can define his sense of being time. There’s your Twitter profile, your Facebook profile, based on other people’s validation. your email inbox. All of these sort of multiple instances of you are operating simultaneously and in parallel. And In general, the digital self is not only about sharing a that’s not a really comfortable position for most human person’s life online. It may also be about what is beings.” acceptable and impressive to other people whom a – Douglas Rushkoff person want to get approval from. App-dependent behavior refers to which an individual ★​ SELECTIVE relies heavily on digital applications for communication, productivity, entertainment, and other SELF-PRESENTATION AND functionalities. IMPRESSION MANAGEMENT Self-presentation behavior refers to the conscious or ★​ BOUNDARIES OF THE unconscious efforts an individual make to create, modify, or maintain an impression of himself in the ONLINE SELF mind of others. The Private and Public Self Reasons for Engaging in Self-Presentation ​ PRIVATE SELF Mental events in a person’s life Helps facilitate social interaction that are inherently unobservable to others or Enables individuals to attain material and only within his network of connections social ​ PUBLIC SELF Behaviors that are open to the rewards observations of other people Helps people privately construct desired -​ Within the entire internet identity Social profiles refer to the digital representations of Impression Management It is done by controlling or individuals on different online platforms, capturing influencing how other people perceptions about himself. various aspects of their identity, interests, and activities. It can involve strategic choices in clothing, grooming, These provide users with a space to share information body language, and verbal communication. about themselves and engage with others. Two main motives of attempting to manage the impression of others: INDIVIDUAL IDENTITY Instrumental – to gain rewards and increase Develops over the course of a person's life one’s self esteem May include aspects of a person’s life that he has no Expressive – attempts to be in control of control over one’s personal behavior and identity Emphasis on the individual Self-Promotion – a person actively says Created through differences in personal characteristics things or takes action to show his competence to other people SOCIAL IDENTITY Ingratiation – a person tries to win the A person’s sense of who he is based in group approval or acceptance of others membership  Group as an important source of pride and self-esteem ​ Love (Attraction) acceptance, friendliness, Emphasis on what a person has in common with the trust, kindness, affinity, devotion, adoration, members of the group infatuation, and agape Created based on similarities with others ​ Disgust (Repulsion) contempt, distain, scorn, abhorrence, Emotions aversion, distaste, and ❖​ Gender and Sexuality Online revulsion The world has truly been transformed by the Internet, ​ Surprise (Attention) shock, astonishment, especially when it comes to the concept of gender amazement, and wonder identity. ​ Shame (Self-control) guilt, embarrassment, ​ Sex is based on the biological make up of a chagrin, remorse, humiliation, regret, person, which can be identified as male or mortification, and contrition female. ​ According to Judith Butler, gender is a product ❖​ Components of Emotions of discourse, interactions, and social ​ Physiological arousal – Involvement of the processes brain, nervous system, and secretion of hormone “Stereotype is a fixed, over generalized belief about a ​ Subjective feelings – Subjective awareness of particular group or class of people” (Cardwell, 2014). interpreting one’s emotional state ​ Cognitive processes – Involvement of The disembodiment hypothesis suggests that through memories, perceptions, expectations, and the Internet, individuals are able to allow the mind to interpretations engage in social activities while the body is static. ​ Behavioral reactions – Include behavioral -​ On the Internet, people do not need to conform reactions, both expressive and instrumental to an assigned gender. Thus, they are able to freely perform, communicate, and act based ❖​ Characteristics of Emotions on their true gender identity. EMOTIONS ARE CLOSELY RELATED TO A PERSON’S BIOLOGICAL NEEDS. Sexuality refers to a person’s feelings, attractions, ​ Emotions occurred when an individual’s basic behaviors, and orientations related to one’s emotional, needs are either hindered or satisfied. romantic, and sexual experience ​ Emotions are helpful to individuals in terms of the satisfaction of basic needs ​ EMOTIONS AND LOGICAL THINKING HAVE (WEEK 14) The Emotional Self AN INVERSE RELATIONSHIP. ​ As emotional intensity increases, the ★​ EMOTIONS AND FEELINGS capacity for logical thinking decreases, and Emotion - originated from the French word emouvoir vice versa. meaning “to shake, to stir.” ​ Heightened emotional states may cloud ​ It is “a strong mental or instinctive feeling one's judgment and impede the application of such as love or fear” involving many bodily logical reasoning. processes, and mental states (Oxford English ​ EMOTIONS TRIGGER A INVOLVING THE Dictionary, 1996). AUTONOMIC NERVOUS SYSTEM, SERIES OF ​ It is typically brief, intense, and involve INTERNAL ACTIVITIES DUCTLESS GLANDS, physiological changes, such as changes in AND VISCERAL ORGANS. heart rate, facial expressions, and hormonal ○​ The autonomic nervous system (ANS) secretion is important in the internal consists working of the sympathetic and in ❖​ Basic Emotions tandem to regulate response to According to Daniel Goleman, there are eight basic emotions. It parasympathetic branches, families of emotions: involuntary bodily functions. ​ Fear (Safety) anxiety, apprehension, ○​ Ductless glands, specifically the nervousness, concern, consternation, misgiving, endocrine system, release hormones wariness, qualm, edginess, dread, fright, terror that influence various physiological and in the extreme cases phobia and panic functions. ​ Anger (Justice) fury, outrage, resentment, ○​ Visceral organs, including the heart, wrath, exasperation, indignation, vexation, lungs, and digestive system, also acrimony, animosity, annoyance, irritability, undergo changes during emotional hostility, and perhaps these are manifest in the experiences. extreme as hatred and violence ​ Sadness (Loss) grief, sorrow, cheerlessness, ❖​ Physiological Changes in Emotions Emotions gloom, melancholy, self-pity, Facial expressions – Various muscles of the face loneliness, dejection, despair, and depression in including the eye, the lips, the nose and the forehead the extreme case undergo changes by way of twisting and taking different ​ Enjoyment (Gain) happiness, joy, relief, poses. contentment, bliss, delight, amusement, pride, Muscular adjustment – Sometimes the entire muscular sensual pleasure, thrill, rapture, gratification, system of the body undergoes contraction and satisfaction, euphoria, whimsy, ecstasy, and at adjustments. the far edge, mania Gestures and movement of the hands Change in voice – Voice gets affected by emotions, particularly in terms of volume and pitch. ★​ NEUROSCIENCE OF EMOTIONS The Limbic System FEELINGS - Compared to emotions, feelings are more It is located lateral to the enduring and significant experiences that arise from thalamus, underneath the the cognitive interpretation and subjective evaluation of cerebral cortex, and above the emotions. brainstem. These are influenced by personal experiences, - It is referred to as the cultural norms, and individual differences “emotion center” of the brain. - It is responsible for the ❖​ Characteristics of Feelings regulation of emotions and various other ​ Pleasantness-unpleasantness dimension – cognitive functions. positive or negative feeling ​ Excitement-numbness dimension – intensity Amygdala of the feeling It is a central component of the ​ Tension-relaxation dimension – how the body limbic system and is primarily gets active or energized by a feeling associated with the processing of emotions, particularly fear EMOTIONS - Intense but temporary and pleasure. ​ Establish people’s initial attitude toward reality - It plays an important role in the ​ Alert people to immediate dangers and prepare formation and storage of them for action emotional memories and the assessment of the ​ Ensure immediate survival of the self emotional significance of stimuli. FEELINGS - Low-key but sustainable Hippocampus ​ Establish long-term attitude toward reality It is primarily linked to memory ​ Alert people to anticipated dangers and prepare formation. them for action - It contributes to emotional ​ Ensure long-term survival of the self regulation by interacting with the amygdala. - It helps create and ★​ MAJOR THEORIES RELATED TO consolidate explicit EMOTIONS memories, including those associated with emotional ​ James-Lange Theory of Emotion experiences. This theory was proposed by William James and Carl Lange. Thalamus -​ Emotions do not begin with the conscious It relays sensory information, experience but are caused by bodily including emotional stimuli, to sensations. the different parts of the brain to facilitate the rapid processing of ​ Cannon-Bard Theory of Emotion emotionally relevant information. This theory was proposed by Walter B. Cannon and Philip Bard. Hypothalamus -​ It is also known as the thalamic theory of It is a key regulator of the emotion related to the thalamus. autonomic nervous system -​ Emotions occur when the thalamus sends a and the endocrine system. message to the brain in response to a - It orchestrates physiological stimulus, resulting in a physiological reaction. responses associated with emotions, such as heart rate, ​ Schachter-Singer Two-Factor Theory of body and the release of changes Emotion in temperature, hormones. This theory was developed by Stanley Schachter and Jerome Singer in the 1960s. Cingulate Cortex -​ There are two key components of emotions: It is involved in emotional physiological arousal and cognitive processing, conflict interpretation. resolution, and the regulation -​ Physiological arousal is the body’s immediate of emotional responses. response to a stimulus, while cognitive - It has connections with the interpretation involves processing of thoughts amygdala and contributes to and perceptions emotional learning. Insular Cortex It is associated in the processing and regulation of emotions. - It contributes to the subjective experience of emotions, including awareness of one's emotional state and the interpretation of respiration, body temperature, and digestion. emotional cues from the environment. LIMBIC SYSTEM Fornix Located lateral to the thalamus, It is a fiber bundle that connects underneath the cerebral cortex, the hippocampus to other limbic and above the brainstem structures. - Referred to as the “emotion - It facilitates communication center” of the brain within the limbic system, - Regulates emotions and supporting the integration of motivates behavior emotional and cognitive processes THALAMUS Receives all incoming ★​ EMOTIONAL INTELLIGENCE information except olfactory Plutchik’s Wheel of Emotions information It was developed by psychologist Robert Plutchik. - Involves cognitive activities, -​ It was designed to help people identify and including memory understand their emotional experience better at any given time, under any circumstance. HYPOTHALAMUS Monitors maintain the internal systems to maintain the normal state of the body (called (WEEK 15-17) MANAGING AND homeostasis) by releasing the CARING FOR THE SELF necessary hormones. ★​ THE BRAIN AND LEARNING ❖​ MAJOR EXTERIOR PARTS OF THE BRAIN HIPPOCAMPUS FRONTAL LOBES Consolidates learning and in Also known as the rational and converts information from executive control center, which working memory via electrical is responsible for planning and signals to the long-term storage thinking regions - Monitor higher-order thinking, direct problem solving, and AMYGDALA regulate the excesses of the Comes from a Greek word emotional system meaning almond because of its - Contain the self-will area, also referred to as shape and size personality - Mainly responsible for regulating emotions, TEMPORAL LOBES especially fear Responsible for sound and visual recognition, and some CEREBRUM parts of long-term memory The largest area of the brain, - The left temporal lobe, houses which comprises 80% of its the speech center weight - Controls thinking, memory, speech, and muscular OCCIPITAL LOBES movements Used for recognizing and interpreting visual information CEREBELLUM Coordinates movements - Monitors impulses from nerve endings in the muscles, so it is important in the performance and PARIETAL LOBES timing of complex motor tasks Process sensory information from various parts of the body BRAIN CELLS and help with spatial ​ Nerve cells, also known as neurons, are the orientation functioning core for the brain and the entire nervous system. ​ Glial cells hold the neurons together and act as ❖​ MAJOR INTERIOR PARTS OF THE BRAIN filters to keep harmful substances out of the BRAIN STEM neurons. 11 out of 12 body nerves end in the brain stem ❖​ INFORMATION PROCESSING MODEL - Monitors and controls vital body It is developed by Robert Stahl during the early 1980s. function including heartbeat, -​ It is a theoretical framework that describes how the brain processes information. It draws analogies between the human mind and the  operations of a computer, emphasizing the ★​ METACOGNITION AND STUDY sequential flow of information through a series of cognitive processes. STRATEGIES METACOGNITION 1. THE INPUT (SENSORY INFORMATION) It comes from the Greek word “meta” meaning beyond ​ Information from the environment, also known or transcending, and the Latin word “cognoscere” as externa; stimulus, is detected by the five meaning to know or to learn. senses – visual, auditory, olfactory, gustatory, -​ It refers to awareness of, understanding, and and tactile. regulation of one's own thinking and learning ​ All sensory stimuli enter the brain as a stream of -​ THINKING ABOUT THINKING. electrical impulses that result from neurons firing in sequence along the specific sensory ❖​ COMPONENTS OF METACOGNITION pathways. METACOGNITIVE KNOWLEDGE 2. SENSORY REGISTER ​ Declarative knowledge refers to the knowledge ​ It is also referred to as sensory memory, which about oneself, tasks, and strategies. holds sensory information for a very brief time. ​ Procedural knowledge involves the knowledge ​ The brain quickly screens all the information about how to use specific strategies or to determine their importance to an individual. approaches to perform cognitive tasks. ​ This process involves the thalamus and a ​ Conditional knowledge is the knowledge about portion of the brain stem known as the reticular when and why to use particular strategies. activating system (RAS). ​ It also taps an individual’s prior knowledge and ❖​ METACOGNITIVE STRATEGIES experiences in interpreting the sensory ​ PRE-ASSESSMENT (SELF-ASSESSMENT) information OF CONTENT 3. IMMEDIATE MEMORY It involves evaluating one’s content own before ​ It is also known as short-term memory (STM). knowledge and understanding of the engaging in a ​ It operates subconsciously or consciously and learning task. holds data for a limited time (up to about 30 seconds). ​ SELF-ASSESSMENT OF SELF-REGULATED 4. WORKING MEMORY LEARNING SKILLS ​ It is also referred to as temporary memory, It involves critical evaluation of one’s own ability to where conscious processing occurs. manage and control his/her learning process. ​ It is a place of limited capacity where an -​ It enables learners to reflect on their learning individual can build, take apart, or rework habits, identify their strengths and weaknesses, ideas for eventual storage somewhere else. and set realistic goals in learning. ​ Information in the working memory can come form sensory or immediate memory or ​ THINK ALOUD retrieved from long-term memory. It involves verbalizing one’s thoughts, actions, and 5. LONG-TERM MEMORY (LTM) decision-making processes while engaging in a ​ Significant short-term memories are cognitive task. transformed into long term memories. -​ It aims to promote self-awareness by monitoring ​ It lasts for a long time (for years or even a one’s cognitive processes, facilitate a deeper lifetime). understanding of problem-solving approaches ​ It is said that information has been retained if a and decision making, and make one’s thought person is able to accurately recall information processes explicit. after a specific period of time has passed. ​ Three types of long-term memory: explicit ​ USE OF CONCEPT MAPS memories, episodic memories, and implicit Concept maps are organization tools that visually memories represent relationships between ideas, images, or words. LEFT HEMISPHERE -​ These can be useful in activating prior Language comprehension supporting problem solving, enhancing Speech production knowledge, conceptual understanding, and Logical and analytical thinking organizing and revising knowledge. Sequencing Fine motor skills ​ CLASSROOM ASSESSMENT TOOLS Mathematical and scientific skills These serve an important role in promoting self-awareness, self-regulation, and overall cognitive RIGHT HEMISPHERE development in students. Spatial and musical abilities Visual processing ❖​ EXAMPLES OF CLASSROOM ASSESSMENT Holistic processing TOOLS Creativity and imagination ​ Muddiest Point: Ask students to describe what Emotional processing they didn’t understand during class and what Gestalt processing they think might help them. ​ Student-Generated Test Questions: Divide the class into groups and assign each group a topic  on which they are to each write a question and 3. SELF-REFLECTION PHASE answer for the next test. Learners evaluate their performance against the goals ​ One-Sentence Summary: Students summarize set during the forethought phase. knowledge of a topic by constructing a single -​ Learners reflect on the factors that contributed to sentence to cover the core concept. The their performance. purpose is to require students to select only the -​ Based on the evaluation, learners identify areas defining features of an idea. where they can improve. ​ Think-Pair-Share: Give the class a question. -​ REFLECTING ON ONE’S PERFORMANCE Allow everyone to think on their own for a few minutes jotting down some thoughts. Then ask ★​ SETTING GOALS FOR SUCCESS students to pair up with a peer and discuss Setting goals is important in a person’s life since these thoughts for another few minutes. will guide his or her life to success by providing a clear ​ Application Cards: After teaching a theory, sense of direction and purpose. principle, or procedure, ask the students to write down at least one real-world application for what BANDURA’S SELF-EFFICACY THEORY - The term they have just learned to determine if they can “self-efficacy” was coined by Albert Bandura in his see the transfer of their recent learning. Social Learning Theory. ​ Classroom Opinion Polls: Using clickers, or ​ Social Learning Theory: emphasizes the online polling questions, ask students a variety importance of observational learning, imitation, of questions about a topic and seek their and modeling. anonymous opinion. ​ Self-efficacy: is a person’s particular set of beliefs one can execute that determine how well a plan of action in prospective situations ★​ SELF-REGULATED LEARNING (Bandura, 1977). SELF-REGULATED LEARNING ○​ ENACTIVE MASTERY EXPERIENCES It refers to one’s ability to regulate his or her emotions, Positive past experiences and cognition, behavior, and aspects of the context successful accomplishments during a learning experience. - People gain confidence and belief in ​ It includes goal setting, self-monitoring, their capabilities through mastering self-instruction, and self-reinforcement. tasks. ​ MANAGING AND TAKING CONTROL OF ○​ VICARIOUS EXPERIENCES YOUR OWN LEARNING. (COMPARISONS) Observing others ○​ Cognitive Processes – mental succeed or fail in similar tasks activities involved in learning (e.g., - Successful role models can inspire attention, perception, memory, and confidence, while failure of role models problem solving) may decrease self-efficacy unless there ○​ Metacognitive Processes – thinking is an explanation for the failure about one’s own thinking, which ○​ VERBAL PERSUASIONS AND ALLIED include planning, monitoring, and TYPE OF SOCIAL INFLUENCE evaluating of learning strategies and Positive or negative feedback from understanding others ○​ Motivational Processes – factors that - Constructive feedback and persuasion drive and sustain learning efforts, contribute increased belief in one's including goals, beliefs, values, and capabilities. emotional responses ○​ EMOTIONAL AND PHYSIOLOGICAL STATES Physiological and emotional ❖​ CYCLE OF SELF-REGULATED LEARNING states can affect self-efficacy 1. FORETHOUGHT PHASE - Successful management of emotional Learners set specific and challenging goals for their reactions can enhance confidence. learning to provide direction and motivation. -​ Learners select appropriate resources, plan SELF-CONCEPT - It refers to the set of beliefs, study schedules, and decide learning perceptions, and ideas that individuals have about approaches. themselves. -​ Learners activate their existing knowledge ​ Ideal self – the person you want to be related to the task at hand. ​ Self-image – how you see yourself at this -​ PLAN, SET GOALS, AND LAY OUT moment in time STRATEGIES ​ Self-esteem – how much you like, accept, and 2. PERFORMANCE (VOLITIONAL) PHASE value yourself Learners implement the planned strategies and manage resources effectively. DWECK’S GROWTH MINDSET -​ Learners continuously monitor their Carol Dweck introduced the concept of “growth understanding, progress, and effectiveness of mindset.” their strategies. ​ It is a psychological framework that explores the -​ Based on ongoing monitoring, learners adapt underlying beliefs individuals have about their strategies. learning and intelligence. -​ USE STRATEGIES AND MONITOR ​ Two types of mindsets: the fixed mindset and PERFORMANCE the growth mindset FIXED MINDSET ​ Affects an individual’s coping strategies Belief in innate abilities and have a fixed theory of ​ Provides different time-honored intelligence tools/mechanisms by which an individual can ​ View failure as a limitation to one’s abilities cope with stress GROWTH MINDSET Belief in hard work, learning, and grit and have a growth theory of intelligence ​ View failure as an opportunity to grow ★​ STRESSORS AND RESPONSES STRESS It is a complex physiological and psychological response that occurs when individuals perceive a discrepancy between the demands placed on them and their ability to cope with those demands. ​ It is a natural and adaptive reaction that prepares the body to face challenges. ○​ EUSTRESS Positive and beneficial form of stress - From enjoyable and non-threatening situations - feelings of excitement, motivation, and a sense of accomplishment ○​ NEUSTRESS Neutral or nonsignificant stress - Neither positive nor negative but may still affect an individual's overall well-being ○​ DISTRESS Negative and harmful form of stress - From threatening and overwhelming situations - Effects on mental, emotional, and physical well-being ❖​ HOW THE BODY REACTS TO STRESS ➔​ RECOGNITION - The anticipation of something to happen, which is called the demand. ➔​ APPRAISAL - The formation of belief or disbelief overcome the demand ➔​ MOBILIZATION - How the body gets triggered and prepared when demand is appraised by stress. ❖​ STRESS AND SOCIOLOGICAL ◆​ The nervous system communicates to PERSPECTIVE (According to Emile the rest of the organs, glands, and Durkheim) hormones that start reacting to a Three primary types of suicide: foreseen threat ​ Egoistic suicide – occurs when individuals ➔​ RESPONSE - The physical action which is experience a sense of detachment or isolation usually choosing between fight or flight. from society ◆​ Fight – facing the situation head on ​ Altruistic suicide – individuals may sacrifice ◆​ Flight – escaping the situation in order their lives for the benefit of the community or a to neutralize it higher cause ➔​ RETURN - The state of mind and bodily ​ Anomic suicide – associated with a breakdown functions going back to their usual calm states. in social norms and values ◆​ Happens when stress is neutralized. ❖​ TYPES OF COPING STRESS AND FILIPINOS ​ PROBLEM-FOCUSED COPING – Addressing According to Aldwin (2007), culture can affect stress and the source of stress directly by taking actions to coping processes. solve the problem or alter the situation causing ​ Shapes the kind of stressor that an individual is distress likely to experience ​ EMOTION-FOCUSED COPING – Managing ​ May affect the appraisal of a certain event emotional responses to stressors  ○​ Regulate emotions, alleviate distress, and enhance emotional well-being ​ COGNITIVE COPING – Use of conscious intellectual activities in managing stressful situations ★​ SELF-CARE AND COMPASSION MASLOW’S HIERARCHY OF NEEDS The hierarchy of needs, developed by Abraham Maslow, suggests that individuals are motivated by a series of needs, and these needs can be organized into a hierarchical structure. ​ He classified the levels into two categories, namely deficiency needs and growth needs. ​ The first four levels (physiological, safety, belongingness and love, and esteem) are considered as deficiency needs, while the last level (self-actualization) is a growth need ❖​ IMPORTANT CONCEPTS ​ Engaging in activities to promote well-being is called self-care. ​ The three components of self-compassion are self-kindness, common humanity, and mindfulness. ​ Treating oneself kindly in failure is known as self-compassion