Asian American Stereotypes Essay Example for Free

Asian American Stereotypes Essay Pertaining to Tracy Lais article titled, Asian American Women, Lai discusses how stereotypes dehumanize people while turning them into objects to be manipulated. Lai touches on the topic of how Asian people and cultures are stereotyped as being inferior and exotic. The problem that Lai brings to our attention is that it is a struggle to be an Asian in America due to the fact that Asians have been denied political, economic and social equality in America. Lai also brings to our attention the die hard myth that Asians have made it in America, which is far from the truth. I sense that Lais argument is extremely effective due to the fact that stereotypes are not only seen among Asians, they are also seen in many other cultures and genders. For instance, women for years were battling for womans equality to be able to vote, and today women are still battling for equality in political and economic areas. In addition, African Americans are still trying to be accepted into certain political roles throughout our society. Since Tracy Lai is a Asian in America I feel that her argument holds great validity due to the fact that Lai shared her own personal experiences. By reading Lais personal feelings, it allowed me to understand her beliefs to a greater extent because I was able to see where she was coming from. Certainly I agree with Lais views because I have noticed that Asians are depicted as being inferior. For example, if you have ever seen a movie or a television show that had an Asian character, nine times out of ten the Asian character is depicted as being mathematicians, naive, and speaks with broken English. I have also noticed that there are very few Asian politicians, as well as very few women politicians, within our culture. I do not know if this problem stems from Asian Americans not having a historical/authoritative figure like Dr. Martin Luther King representing African Americans, and Susan B. Anthony representing womans rights to vote. However, I do know that Asians do not receive the same types of opportunities as others because they have been stereotyped for so long as being inferior. In addition, I feel that the reason why Asians may be seen as inferior individuals is because they were one of the last cultures to start a movement for equality that was inspired by other ethnic cultures. Because of this somewhat late movement, our culture has not been able to adapt to this change, like our culture has not adapted to women being paid the same as men. Lai brought to my attention that Asians are claimed to value education more than other minorities and Asians are said to have special intellectual affinities for math and science. Lai proceeded to raise the point that this is a racist rationale because this is implying that other cultures are not able to succeed in this type of area. For instance, I can relate to this statement because African Americans are said to be dominate in athletics, and they are also believed to have a higher vertical leap than others. I was offended when I heard this because I received a scholarship to Sacramento State for high jumping, and I am not African American. This example just goes to show you that stereotypes do dehumanize people and turns them into something they are not. In retrospect, Asians and other cultures are being denied political, economic, and social equality which is not equitable to these people. I feel that by reading Lais article has made me realize that stereotyping has no boundaries, because it is occurring in many different cultures and it is effecting many different people.

World War I and World War II :: Comparative

World War I and World II are basically the same, right? Well, one can also say they have nothing in common. The comparison of the two wars is conceivable, but it is thought-provoking because they are such widespread notions. This concept applies to Araby, written by James Joyce during WWI, and The Flash, written by Italo Calvino during WWII. In Araby, the protagonist falls in love with a girl, but love deceives him. In his moment of epiphany, â€Å"[g]azing up into the darkness [he] saw [himself] as a creature driven and derided by vanity; and [his] eyes burned with anguish and anger† (Joyce 1). In The Flash, the protagonist suddenly grasps a reality and in his moment of epiphany â€Å"[he] stopped, blinked: [He] understood nothing. Nothing, nothing about anything. [He] didn’t understand the reasons for things or for people, it was all senseless, absurd† (Calvino 1). Comparing the epiphanies of the two distinct short stories reveals a relationship betwee n their similarities and differences through theme, symbolism and setting. First and foremost, comparing the themes of both epiphanies reveal they can simultaneously be similar and different. An important common theme in both epiphanies is facing reality. In Araby, the protagonist realizes â€Å"[his] stay was useless† (Joyce 6) since the young lady only â€Å"spok[e] to [him] out of a sense of duty† (Joyce 6). Likewise, in The Flash, the protagonist realizes he â€Å"accepted everything: traffic lights, cars, posters, uniforms, monuments, things completely detached from any sense of the world, accepted them as if there some necessity, some chain of cause and effect that bound them together† (Calvino 1). Both characters face the reality and randomness of the world. Even so, each epiphany implies each protagonist faces a different sort of reality. The protagonist of Araby faces the reality of love and â€Å"[sees himself] as a creature driven and derived by vanity† (Joyce 6). On the other hand, the protagonist of The Fla sh faces the reality of existence and hopes â€Å"[he] shall grasp that other knowledge† (Calvino 2). Therefore, reviewing the theme similar to both epiphanies leads to discovering different themes as well. Conversely, looking at the differences in the symbolism of each epiphany hints at a comparable aspect of symbolism. The epiphany of Araby symbolizes the protagonist escaping into a dark world when he enters â€Å"[t]he upper part of the hall [which] was now completely dark† (Joyce 6).

Psychology and Impact Personality Development

1. Define personality. 2. Analyze how biological, situational and mental processes impact personality development. 3. Discuss social and cultural contributions to personality development. 4. Describe the major dispositional theories of personality. 5. Describe the major process theories of personality. 6. Evaluate the major personality theories. 7. Discuss the strengths and weaknesses of commonly used personality assessment techniques, validity, reliability. Define personality. Personality Is a unique and relatively stable ways in which people think, feel and behave * Is shaped by biological, situational, and mental processes in a sociocultural and development context * Impacts people’s cognition, motivation and behaviour Analyze how biological, situational and mental processes impact personality development. Biological * A person’s temperament results from 4 humours (ancient theory) * Blood from heart – sanguine cheerful * Choler from liver- choleric angry * Mel ancholer from spleen – melancholy depressed * Phlegm from brain- phlegmatic sluggish Frontal lobes regulates one’s basic disposition * Individual differences in temperament arise from balance of neurotransmitters * Adrenal gland, thyroid gland, pituitary gland and endocrine gland affect personality. * Kagan’s research on inherited basis of shyness on new borns * Excitable and inhibited infants became shy and introverted * Less excitable and bold infants became extraverted * â€Å"push of nature in different directions† Situational * Environment affects us through operant and classical conditioning * (1) Physical Environment It includes the influence of climatic conditions of a particular area or country on man and his living. * (2) Social Environment * The child has his birth in the society. He learns and lives there. Hence, the social environment has an important say in the personality development of the child. * E. g. one would play with an outgoing chi ld more than an inhibited one pushes inhibited child towards shyness * (3) Family Environment * Child comes in contact with his parents and other family member. His likes, dislikes, stereotypes about people, expectancies of security and emotional responses all are shaped in early childhood. The type of training and early childhood experiences play an important role in the development of personality. * Besides this, economic factors i. e. , economic condition of the family and the type of relations between the parents also influence the personality of the child. * (4) Cultural Environment * Individualism in westerners vs collectivism in Africa caused by environment * Striking difference in the universal trait of shyness caused by how each culture dealt with the child’s success and failures. Who gets credit for good grades, gets blamed for not getting them? Childcautious, low risk taker * (5) School Environment * In the school, the teacher substitutes the parents. * The school poses new problems to be solved, new taboos to be accepted into the superego and new models for imitation and identification Mental Processes * 3 kinds of process theories: * Psychodynamic/ psychoanalysis- * motivation, especially unconscious motives and the influence of past experiences on out mental health * Humanistic- consciousness and our present, subjective reality: what we think is ipt now and how we think of ourselves in relation to others * Cognitive- * Influence of learning, perception and social interaction on behaviour Describe the major dispositional theories of personality. Dispositional theories suggest temperaments, traits or types (set of personality characteristics) provide consistency to individual’s personality over time. Temperament * Biologically based personality dispositions * Apparent in early childhood, Establish foundation of personality & individual’s approach to life * Inherited temperament may set the range of your response to some life si tuation but it does not fully determine your life experiences * Affected also by family position, experiences, and sense of self * Usually refers to dominant long standing themes eg shyness/moodiness * Role of frontal lobes in regulating one’s basic disposition * Individual differences in temperament arise from balance of neurotransmitters * Influenced by learning * Heredity and environment interact with initially inherited characteristics becoming amplified * E. . one would play with an outgoing child more than an inhibited one pushes inhibited child towards shyness * E. g. observational learning Traits * Emerge from temperaments and influenced by experiences * Guides thoughts and actions under various conditions * Relatively stable * BIG 5 Traits * Openness to experience, Conscientious, Extraversion, Agreeableness, Neuroticism * Has validity across cultures (but most of these studies utilized university students as respondents who are more influenced by European-American vi ews * Quite accurate Labels a person but gives no explanation on why Evaluation of Trait Theories XPortrayed personality as fixed and static rather than a process that can undergo development changes depending on experiences Xoversimplified our complex nature XDo not tell much about their source or how traits interacts X SELF-FULFILLING prophecy where ppl become influenced by the labels and it became hard for them to change the undesirable behaviour. E. g. a child labelled shy will have to struggle w both the label and the traits * Gives us ability to predict behaviour Assessing traits * Using: * MMPI-2 for clinical traits base on mental problems * Not possible to fake due to lie scales * Must be used w care in non-Western countries/ minorities cos not well represented in the samples used in developing the test * NEO personality inventory (NEO-PI) base on big 5 * Both have excellent reliability (consistent and stable scores) * Both have good validity (measure what they were designed to measure eg signs of mental disturbance) * Barnum effects: tendency for people to accept very general or vague characterizations of themselves and take them to be accurate * descriptions can well apply to others * reliability and validity are important attributes of good psychological tests * Finding personality type * Category that represents a common cluster of personality characteristics * MBTI – Myers-Briggs Type Indicator * Not reliable, not valid * Ppl don’t fall into different types but more along the introversion-extraversion continuum Describe the major process theories of personality.While each of the process theories sees different forces at work in personality, all portray personality as a result of internal mental processes and social interactions. Psychodynamic theories 1. Sigmund Freud psychodynamic approach * focus is on influence of unconscious forces (psychic determinism) difficult to prove * Personality is a function of 3 main themes: unconscious forces, childhood experiences, sex * Not scientific, hindsight bias ( overemphasis on childhood ), unconscious mind is not that malign and turbulent * Structure of personality Id * Unconscious reservoir * contains basic motives, drives and instinctive desires * pushes for immediate gratification * Ego * Governed by reality principle * Decision making component * Mediator btw Id and reality * Superego * Governed by morality and social standards (conscience) * An individual’s view of the kind of person he or she should strive to become * Psychosexual stages * Ego defence mechanism- largely unconscious mental strategy employed to reduce the experience of conflict or anxiety * Denial – I don’t have a problem Rationalization- I cheat because everyone does it – give socially accepted reasons for actions one think is socially unacceptable * Reaction formulation – goodie goodie act in opposite of their desire- act exactly in opposition to their unconscious desires * Displacement- kick the dog- shifting your reaction from real source of distress to a safer individual or object * Regression- cry, throw things to reduce stress- regress to earlier developmental stage * Sublimation- channel negative to positive eg sexual desires to creativity on art * Projection- attribute own unconscious desires/fears to others * Led to projective testing 2. Adler Struggle with sexual and hostile impulses not primary factor in personality development * Primary struggle: overcome inferiority feelings, develop superiority feelings in social relationships (later seen as unhealthy due to overcompensation) * Outgrow childhood inferiority, become competent adult * All born with positive motive, social interest * People’s lives governed by their goals 3. Karen Horney * Freud overemphasized sexual conflicts, penis envy, and criticized his views of women * When basic anxiety gets out of control, people become neurotic (basic desires taken to extreme eg nee d for a partner) * Ways people deal with basic anxiety: * Move towards others, against others, away from others 4. Other Neo-Freudian Theorists: * Accepted notions of psychic determinism and unconscious motivation * Did not agree on sex and death instinct or the indelible nature of early life experiences. Put greater emphasis on ego functions (ego defence,dev of self instead of on unconsciousness) * Gave social variables an impt role (culture, family instead of instinctive urges, unconscious conflicts) * Extended personality development to include lifespan (instead of only childhood) Projective testing: Diagnosis via a defense mechanism * Ambiguous pictures to probe people’s innermost feelings, motive, conflicts, and desires * E. g. Rorschach Inkblot Technique- not objective * E. g. Thematic Apperception Test(TAT)- ambiguous picture n tell story * Theme: aggression, sexual needs, rs Humanistic Perspective Main Theoretical tenants: 1) Humans have an innate drive for personal g rowth ) Humans have free will; not controlled by the environment 3) Humans are conscious and rational; not controlled by unconscious forces 4) One’s subjective view is more important than objective reality * Abraham Maslow ‘s needs hierarchy * Interested in healthy human psychology * Criticisms: Not testable, Unrealistic, Method, Culture-specific * Carl Rogers’ Person-Centred Theory * Believed that humans have one basic motive, that is the tendency to self-actualize * To achieve self-actualization they must be in a state of congruence. * Difference may exist between a person’s ideal self and actual experience. This is called incongruence. Where a person’s ideal self and actual experience are consistent or very similar, a state of congruence exists. * The larger the discrepancies between the two, the more psychological problems one experiences * Development of congruence is dependent on unconditional positive regard. * As we prefer to see ourselves i n ways that are consistent with our self-image, we may use defence mechanisms like denial or repression in order to feel less threatened by some of what we consider to be our undesirable feelings. * Evaluation: * Self centered picture of personality, looking through the lens of individualistic culture * But even in collectivism, self exists * Self-esteem, a cause or effect? Bullies and drug users actually have high self esteem * Emphasis on positive achievements and pro-social behaviours * Fails to recognize its function in a world filled with evil of all kinds Social Cognitive theories: Social Learning * Cognitive learning which new responses are acquired after watching others’ behaviour and the consequences of that behaviour * Expectation of gaining reward drives us to acquire that response * We reject or accept the role model base on consequences of their actions * Reciprocal determinism is the process which cognitions, behaviour and the environment mutually influence each other * Jane likes vb (cognition), spends more time playing on campus (env) and interacting w teammates (social behaviour) rewardingthis activity will reciprocally strengthen your interest in vb. Locus of control Rotter’s theory: our behaviour depends on our locus of control * Changes from situation to situation * Internal locus of control * Good student, smart and have good grades internal in academic settings * External locus of control * Overweight and come from a family w obesity external in restaurants. Evaluation * Overemphasize rational information processing and overlook both emotion and unconscious processes * Strength lies in foundation of solid psychological research able to come up with treatments for mental disorders that often seem to involve observational learning esp anxiety- based disorders (phobias and behaviour disorders in children) Behavioural Operant and Classical conditioning ) In classical, the organism learns an association between two stimuli (the N S and UCS); in operant, the organism learns an association between the behaviour and its consequences 2) In classical, the behaviour is elicited by the stimulus (not voluntary, like a reflex); in operant, the behaviour is emitted (under the control of the organism) * Pavlov’s classical conditioning * Chrissy’s sleepover case * B. F Skinner’s Operant conditioning * Positive reinforcement & Negative reinforcement (remove negative stimuli) strengthens response, * Punishment (give unpleasant stimuli) weakens response * Behaviour is determined by situations one is in (situationism) * People behave in ways to suit their situations Behaviours cannot be consistent enough to be traits because situations change * Solution: behaviours influenced by both person and situation (person X situation interactionism) * One situation influences people in different ways Theories to understand ourselves 1. Implicit personality theories a. Assumptions about personality used to simplif y the task of understanding others, eg. Blondes are not smart b. May give bad predictions when one project his feelings onto others and assume he’s feeling the same way c. Mindset 2. Self-narratives d. Help ppl sense a thread of consistency through their personalities over time e. Redemptive self: where one overcome obstacles to help others 3. Both theories are influenced by culture Psychology and Impact Personality Development 1. Define personality. 2. Analyze how biological, situational and mental processes impact personality development. 3. Discuss social and cultural contributions to personality development. 4. Describe the major dispositional theories of personality. 5. Describe the major process theories of personality. 6. Evaluate the major personality theories. 7. Discuss the strengths and weaknesses of commonly used personality assessment techniques, validity, reliability. Define personality. Personality Is a unique and relatively stable ways in which people think, feel and behave * Is shaped by biological, situational, and mental processes in a sociocultural and development context * Impacts people’s cognition, motivation and behaviour Analyze how biological, situational and mental processes impact personality development. Biological * A person’s temperament results from 4 humours (ancient theory) * Blood from heart – sanguine cheerful * Choler from liver- choleric angry * Mel ancholer from spleen – melancholy depressed * Phlegm from brain- phlegmatic sluggish Frontal lobes regulates one’s basic disposition * Individual differences in temperament arise from balance of neurotransmitters * Adrenal gland, thyroid gland, pituitary gland and endocrine gland affect personality. * Kagan’s research on inherited basis of shyness on new borns * Excitable and inhibited infants became shy and introverted * Less excitable and bold infants became extraverted * â€Å"push of nature in different directions† Situational * Environment affects us through operant and classical conditioning * (1) Physical Environment It includes the influence of climatic conditions of a particular area or country on man and his living. * (2) Social Environment * The child has his birth in the society. He learns and lives there. Hence, the social environment has an important say in the personality development of the child. * E. g. one would play with an outgoing chi ld more than an inhibited one pushes inhibited child towards shyness * (3) Family Environment * Child comes in contact with his parents and other family member. His likes, dislikes, stereotypes about people, expectancies of security and emotional responses all are shaped in early childhood. The type of training and early childhood experiences play an important role in the development of personality. * Besides this, economic factors i. e. , economic condition of the family and the type of relations between the parents also influence the personality of the child. * (4) Cultural Environment * Individualism in westerners vs collectivism in Africa caused by environment * Striking difference in the universal trait of shyness caused by how each culture dealt with the child’s success and failures. Who gets credit for good grades, gets blamed for not getting them? Childcautious, low risk taker * (5) School Environment * In the school, the teacher substitutes the parents. * The school poses new problems to be solved, new taboos to be accepted into the superego and new models for imitation and identification Mental Processes * 3 kinds of process theories: * Psychodynamic/ psychoanalysis- * motivation, especially unconscious motives and the influence of past experiences on out mental health * Humanistic- consciousness and our present, subjective reality: what we think is ipt now and how we think of ourselves in relation to others * Cognitive- * Influence of learning, perception and social interaction on behaviour Describe the major dispositional theories of personality. Dispositional theories suggest temperaments, traits or types (set of personality characteristics) provide consistency to individual’s personality over time. Temperament * Biologically based personality dispositions * Apparent in early childhood, Establish foundation of personality & individual’s approach to life * Inherited temperament may set the range of your response to some life si tuation but it does not fully determine your life experiences * Affected also by family position, experiences, and sense of self * Usually refers to dominant long standing themes eg shyness/moodiness * Role of frontal lobes in regulating one’s basic disposition * Individual differences in temperament arise from balance of neurotransmitters * Influenced by learning * Heredity and environment interact with initially inherited characteristics becoming amplified * E. . one would play with an outgoing child more than an inhibited one pushes inhibited child towards shyness * E. g. observational learning Traits * Emerge from temperaments and influenced by experiences * Guides thoughts and actions under various conditions * Relatively stable * BIG 5 Traits * Openness to experience, Conscientious, Extraversion, Agreeableness, Neuroticism * Has validity across cultures (but most of these studies utilized university students as respondents who are more influenced by European-American vi ews * Quite accurate Labels a person but gives no explanation on why Evaluation of Trait Theories XPortrayed personality as fixed and static rather than a process that can undergo development changes depending on experiences Xoversimplified our complex nature XDo not tell much about their source or how traits interacts X SELF-FULFILLING prophecy where ppl become influenced by the labels and it became hard for them to change the undesirable behaviour. E. g. a child labelled shy will have to struggle w both the label and the traits * Gives us ability to predict behaviour Assessing traits * Using: * MMPI-2 for clinical traits base on mental problems * Not possible to fake due to lie scales * Must be used w care in non-Western countries/ minorities cos not well represented in the samples used in developing the test * NEO personality inventory (NEO-PI) base on big 5 * Both have excellent reliability (consistent and stable scores) * Both have good validity (measure what they were designed to measure eg signs of mental disturbance) * Barnum effects: tendency for people to accept very general or vague characterizations of themselves and take them to be accurate * descriptions can well apply to others * reliability and validity are important attributes of good psychological tests * Finding personality type * Category that represents a common cluster of personality characteristics * MBTI – Myers-Briggs Type Indicator * Not reliable, not valid * Ppl don’t fall into different types but more along the introversion-extraversion continuum Describe the major process theories of personality.While each of the process theories sees different forces at work in personality, all portray personality as a result of internal mental processes and social interactions. Psychodynamic theories 1. Sigmund Freud psychodynamic approach * focus is on influence of unconscious forces (psychic determinism) difficult to prove * Personality is a function of 3 main themes: unconscious forces, childhood experiences, sex * Not scientific, hindsight bias ( overemphasis on childhood ), unconscious mind is not that malign and turbulent * Structure of personality Id * Unconscious reservoir * contains basic motives, drives and instinctive desires * pushes for immediate gratification * Ego * Governed by reality principle * Decision making component * Mediator btw Id and reality * Superego * Governed by morality and social standards (conscience) * An individual’s view of the kind of person he or she should strive to become * Psychosexual stages * Ego defence mechanism- largely unconscious mental strategy employed to reduce the experience of conflict or anxiety * Denial – I don’t have a problem Rationalization- I cheat because everyone does it – give socially accepted reasons for actions one think is socially unacceptable * Reaction formulation – goodie goodie act in opposite of their desire- act exactly in opposition to their unconscious desires * Displacement- kick the dog- shifting your reaction from real source of distress to a safer individual or object * Regression- cry, throw things to reduce stress- regress to earlier developmental stage * Sublimation- channel negative to positive eg sexual desires to creativity on art * Projection- attribute own unconscious desires/fears to others * Led to projective testing 2. Adler Struggle with sexual and hostile impulses not primary factor in personality development * Primary struggle: overcome inferiority feelings, develop superiority feelings in social relationships (later seen as unhealthy due to overcompensation) * Outgrow childhood inferiority, become competent adult * All born with positive motive, social interest * People’s lives governed by their goals 3. Karen Horney * Freud overemphasized sexual conflicts, penis envy, and criticized his views of women * When basic anxiety gets out of control, people become neurotic (basic desires taken to extreme eg nee d for a partner) * Ways people deal with basic anxiety: * Move towards others, against others, away from others 4. Other Neo-Freudian Theorists: * Accepted notions of psychic determinism and unconscious motivation * Did not agree on sex and death instinct or the indelible nature of early life experiences. Put greater emphasis on ego functions (ego defence,dev of self instead of on unconsciousness) * Gave social variables an impt role (culture, family instead of instinctive urges, unconscious conflicts) * Extended personality development to include lifespan (instead of only childhood) Projective testing: Diagnosis via a defense mechanism * Ambiguous pictures to probe people’s innermost feelings, motive, conflicts, and desires * E. g. Rorschach Inkblot Technique- not objective * E. g. Thematic Apperception Test(TAT)- ambiguous picture n tell story * Theme: aggression, sexual needs, rs Humanistic Perspective Main Theoretical tenants: 1) Humans have an innate drive for personal g rowth ) Humans have free will; not controlled by the environment 3) Humans are conscious and rational; not controlled by unconscious forces 4) One’s subjective view is more important than objective reality * Abraham Maslow ‘s needs hierarchy * Interested in healthy human psychology * Criticisms: Not testable, Unrealistic, Method, Culture-specific * Carl Rogers’ Person-Centred Theory * Believed that humans have one basic motive, that is the tendency to self-actualize * To achieve self-actualization they must be in a state of congruence. * Difference may exist between a person’s ideal self and actual experience. This is called incongruence. Where a person’s ideal self and actual experience are consistent or very similar, a state of congruence exists. * The larger the discrepancies between the two, the more psychological problems one experiences * Development of congruence is dependent on unconditional positive regard. * As we prefer to see ourselves i n ways that are consistent with our self-image, we may use defence mechanisms like denial or repression in order to feel less threatened by some of what we consider to be our undesirable feelings. * Evaluation: * Self centered picture of personality, looking through the lens of individualistic culture * But even in collectivism, self exists * Self-esteem, a cause or effect? Bullies and drug users actually have high self esteem * Emphasis on positive achievements and pro-social behaviours * Fails to recognize its function in a world filled with evil of all kinds Social Cognitive theories: Social Learning * Cognitive learning which new responses are acquired after watching others’ behaviour and the consequences of that behaviour * Expectation of gaining reward drives us to acquire that response * We reject or accept the role model base on consequences of their actions * Reciprocal determinism is the process which cognitions, behaviour and the environment mutually influence each other * Jane likes vb (cognition), spends more time playing on campus (env) and interacting w teammates (social behaviour) rewardingthis activity will reciprocally strengthen your interest in vb. Locus of control Rotter’s theory: our behaviour depends on our locus of control * Changes from situation to situation * Internal locus of control * Good student, smart and have good grades internal in academic settings * External locus of control * Overweight and come from a family w obesity external in restaurants. Evaluation * Overemphasize rational information processing and overlook both emotion and unconscious processes * Strength lies in foundation of solid psychological research able to come up with treatments for mental disorders that often seem to involve observational learning esp anxiety- based disorders (phobias and behaviour disorders in children) Behavioural Operant and Classical conditioning ) In classical, the organism learns an association between two stimuli (the N S and UCS); in operant, the organism learns an association between the behaviour and its consequences 2) In classical, the behaviour is elicited by the stimulus (not voluntary, like a reflex); in operant, the behaviour is emitted (under the control of the organism) * Pavlov’s classical conditioning * Chrissy’s sleepover case * B. F Skinner’s Operant conditioning * Positive reinforcement & Negative reinforcement (remove negative stimuli) strengthens response, * Punishment (give unpleasant stimuli) weakens response * Behaviour is determined by situations one is in (situationism) * People behave in ways to suit their situations Behaviours cannot be consistent enough to be traits because situations change * Solution: behaviours influenced by both person and situation (person X situation interactionism) * One situation influences people in different ways Theories to understand ourselves 1. Implicit personality theories a. Assumptions about personality used to simplif y the task of understanding others, eg. Blondes are not smart b. May give bad predictions when one project his feelings onto others and assume he’s feeling the same way c. Mindset 2. Self-narratives d. Help ppl sense a thread of consistency through their personalities over time e. Redemptive self: where one overcome obstacles to help others 3. Both theories are influenced by culture

poverty vs education Essay - 1448 Words

POVERTY and EDUCATION In today’s society it’s hard to get by. Many people and families don’t know how they’re going to make it through the month, some don’t know how they’ll make it through the week; others don’t know how they’ll make it to the next day. The point is that many of the people in our society are struggling day by day just to make a living. What good is it that our educators and society continue to instill in our brains that we need to get an education in order to be able to make a decent living and when we take that advice that we are given we still find ourselves with an education and still struggling. Things are constantly changing in today’s society, but the one thing that seems to maintain its negative status is the†¦show more content†¦The students in schools with more funding go on to a higher level of education and continue to pursue their dreams no matter the circumstances, whereas the students with lower funding tend to not continue their education at higher level. Higher funded schools are able to provide their students with small student to teacher rations which allow the student more one on one time with the teacher. The students are allowed more time to ask questions and grow together as a whole class where as in other small funded schools you have to be able to go with the teachers pace and if you do not, you’re pretty much on your own. High funded schools offer more clubs and organizations for their students as well as more opportunities which allow their students to be able to explore many different things that they might be interested in and give them the opportunity to find some interest in things that might have never know of before. This opens a door and gives the students an opportunity to be able to explore what can be a possible career choice for them. When the student is given this opportunity they go into a higher level of education knowing what they want to study a nd not wasting time on pointless classes trying to figure out what path they want to take. They go in with motivation because they know what they want to do and what it takes to get there. This isShow MoreRelatedPoverty Vs. Education1136 Words   |  5 Pages3 21 October 2017 Poverty vs Education In this paper I am going to talk about how poverty and education are linked to each other and how with education, poverty can be mostly likely avoided. 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Dead Poets Society/Catcher in the Rye The Catcher in the Rye and Dead Poets Society are very similar stories. Both deal with the coming of age in the lives of prestigious young men. These two stories also deal with the conformity of these young men in their transition from private boys school to the real world. There are two young men from each of the stories whose lives are alike yet different in some ways. Holden Caufield and Neil Perry are two young men coming of age searching for who they are and what they want to be in life and wanting to escape the confines of conformity and what they are expected to be. Both are the same age or around the same age and they are both students at upscale private schools for boys. They†¦show more content†¦He is becoming an adult yet he wants to preserve his innocence, for he believes adults are phony and children such as his sister Phoebe, preserve true realness within their innocent selves. I think he wants to preserve the innocence that children have and protect them, something he failed at doing with his brother Allie, which is why he wants to be the Catcher in the Rye. Neil Perry is also a troubled young man within himself because he doesn’t want to conform to the life his father wants for him. Neil wants to be his own person and to the things he likes to do but he is afraid to stand up to his father. His father is a phony conformist such as Holden describes his father in Catcher in the Rye. Neil’s father makes him quit the school paper because one of his teachers wants him to, when Neil tries to stand up for himself, his father scolds him and tells him when he graduates medical school he can do what he wants, until then, he must obey what his father tells him. When he does finally do what he wants, when he finally incorporates the ‘’carpe diem’’ phrase into his life and made the decision for himself to act in the play, his father decides to take him out of Welton and send him to military school. Neil felt the only to break his father’s shackles was to kill himself. I think that Neil felt that he couldn’t bare

The Different Directions Of Belgravia Escorts Essay

Title: Our Escorts Will Love To Visit Your Home in Belgravia Meta description: Belgravia is a small but wealthy neighborhood with cultural landmarks to take your escort. Before you go any further please click Read It, so you can see exactly what this beautiful area has to offer! The Different Directions of Belgravia Escorts There are so many so many great neighborhoods to choose in London to meet your high-class beauty model for the perfect evening, but there is something genuinely special about this small community that will have them bursting with joy. Near London s most iconic landmarks such as the Buckingham Palace to the east, Hyde Park to the north, the Royal Albert Hall and Natural History Museum to the west, and the River Thames to the south, there are plenty of places to bring your escort no matter the direction. Get to your escort and reach the apex of life with them before retiring for the night. Your crown chakras will connect together as your escort’s left hand is around your right shoulder, and their right hand is around your left shoulder as you two dance seductively through the night. After meeting with your exclusive VIP London escort, the first thing you can do is take them somewhere nice. If you decide to go out for a late afternoon stroll, we suggest taking them to the historic Apollo Victoria Theatre to see Wicked. Visiting the Buckingham Palace Queen Elizabeth’s Buckingham Palace is worth exploring for a romantic afternoon stroll, and the

Absolutism and Democracy Free Essays

What would happen if you got two different governments going head to head, fighting to see who is better? What if those two governments were Democracy and Absolutism? In the Seventeenth and Eighteenth centuries, they were both used, and one was more effective; But which one? In this time period, Absolutism was the best form of government, because it was effective and worked for the people. In an Absolutism government, or a Monarchy, it was believed the Kings worked with God, and He bestowed them with the power to be King. In Document Two, King James said, â€Å"Kings are not only God’s lieutenants upon earth†¦ But even by God himself they are called gods†¦Ã¢â‚¬  This is because the people believed Kings have powers similar to God’s. We will write a custom essay sample on Absolutism and Democracy or any similar topic only for you Order Now Kings can create and destroy; Can judge, but are not judged; Give life or send death. The people honestly believed because of this, they worked together with God. Their teamwork with God is why Kings were accepted by the people, and why Absolutism was accepted as well. Related article: Political Parties Are Pillars of Democracy Kings used fear to gain control over the people, which is why they didn’t fight against it. Machiavelli wrote in The Prince that a prince needs to be feared by the people; Not loved and well liked. He would be incapable of being able to hold power over the people. If there wasn’t a King, then there would be no control in the government. People would be deciding everything for themselves, and it would end in disaster. The King/ Prince kept them in line, and the people didn’t revolt. â€Å"The head alone has the right to deliberate and decide, and the functions of all the other members consist only in carrying out the commands given to them†¦Ã¢â‚¬  King Louis XIV said that the King is the only person able to give the right orders, and make the right decisions. Everyone else was there to follow through on what he said. The interest of the state must come before the individual. The King was the only person capable of making sure the right decisions were made, and that the other members carried out the commands. So as you can see, Absolutism would win against Democracy in the Seventeenth and Eighteenth centuries. It was more efficient, and worked well for them. The Kings had the power, and everyone was content with how things were set up. The people felt like this was how it ought to be, and it was. That is why Absolutism is the best form of government in this time period. How to cite Absolutism and Democracy, Essay examples