...the individual is not aware. 2. Marty was practical, he preferred a routine, he was careful, disciplined and organized. Marty was quit, sober, and retiring. He was sympathetic, kind and appreciative, stable, calm and secure. Mike was the opposite, preference for variety, careless, impulsive and disorganized. Mike was talkative, fun loving and socialable. 3. Temperament plays a major part in the differences in Mike and Marty’s personalities. Temperament is quite consistent with significant stability from infancy well into adolescence. It is clear that certain personality traits have substantial genetic components, and that heredity and environment interact to determine personality. 4. Marty would be achieving self actualization a state of self-fulfillment in which people realize their highest potential, each in a unique way. People develop a positive regard that reflects the desire to be loved and respected. 5. Each conception of intelligence represents a instance in which more intelligent people are better able to use the resources of their environment that are less intelligent people, a distinction that is presumably basic to any definition of intelligence. It is clear that these conceptions represent very different views of intelligence. Psychologist Howard Garner has taken a different approach from traditional thinking. Rather than ask “How smart are you?” the question asked should be “How are you smart?” Mike and Marty are intelligent in different...
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...Psychology Chapter 9 The Case of Mike and Marty Scanlon Chapter 9 The Case of Mike and Marty Scanlon 1. Freud argued that much of our behavior is motivated by the unconscious, a part of the personality that contains the memories, knowledge, beliefs, feelings, urges, drives and instincts of which the individual is not aware. 2. Marty was practical, he preferred a routine, he was careful, disciplined and organized. Marty was quit, sober, and retiring. He was sympathetic, kind and appreciative, stable, calm and secure. Mike was the opposite, preference for variety, careless, impulsive and disorganized. Mike was talkative, fun loving and socialable. 3. Temperament plays a major part in the differences in Mike and Marty’s personalities. Temperament is quite consistent with significant stability from infancy well into adolescence. It is clear that certain personality traits have substantial genetic components, and that heredity and environment interact to determine personality. 4. Marty would be achieving self actualization a state of self-fulfillment in which people realize their highest potential, each in a unique way. People develop a positive regard that reflects the desire to be loved and respected. 5. Each conception of intelligence represents a instance in which more intelligent people are better able to use the resources of their environment that are less intelligent people, a distinction that is presumably basic to any definition of...
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...------------------------------------------------- Essentials of Psychology Case Studies ------------------------------------------------- 250630 ------------------------------------------------- Student name/number: Mya Lang / 22256483 ------------------------------------------------- Exam grade: 56% ------------------------------------------------- Date/Instructor: 3/29/16 / CK ------------------------------------------------- ------------------------------------------------- Please review the instructor feedback and the reference pages given before resubmitting your assignment. ------------------------------------------------- Review all the study materials and self-checks for the lesson related to this assignment. Contact the school with any questions about the requirements. As you draft and revise be sure to incorporate the instructional tips provided in the evaluation of your first attempt and in the Retake Guidance that follows this form. ------------------------------------------------- Submit the required retake assignment to the school with this form. If submitting your retake online, copy and paste this form as the first page of the document containing your exam. If you do not include this form, ten additional points may be deducted from your retake score. *Retake Grade: Date: Instructor: *Please note the highest score that can be posted for this retake assignment is a 70% Essentials of Psychology Case Studies Project Evaluation of 250630 Name: Mya LangStudent Id:...
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...Assignment 25063000 Case Studies Assignment By: Shani McGee Student ID: 21890987 Date: August 18, 2014 Essentials of Psychology SSC 130 Case study 1: 1. How did Cliff take advantage of principles of operant conditioning to modify his staff’s behavior? Cliff took advantage of principles of operant conditionings modify his staff’s behavior by giving them small rewards when they were found working hard. 2. Why did Cliff’s predecessor’s strategy of punishing undesirable behavior not work very well? Even if punishment and reinforcement strategies were equally effective at controlling behavior, why would reinforcement remain preferable? It didn’t work because it was not what he was used to doing or what he was known for; he was more at ease with reinforcements over punishment because there were positive connotations to this method. Reinforcement works best because it bring about the positive and show how and why it is rewarded, while punishment only focuses on the negative and therefore results in demoralization 3. How did Cliff make use of partial reinforcement schedules? What kinds of schedules did he use? Cliff made use of partial reinforcement schedule by frequently complimenting...
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...Case Study 1: “The Case of the Manager Who Doubled Productivity,” page 195 Case Study 2: “The Case of Mike and Marty Scanlon, the Unlikely Twins,” page 383 Essentials of Psychology SSC130n Assignment 25063000 Case Study 1 1 One way that Cliff could take advantage of principles of operant conditioning to change his staff’s behavior is to give them punishments for bad behavior. Some people need punishments so they will not have bad behavior all of the time. 2. The use of punishment didn't work for Cliff's predecessor because he used it often and never rewarded good behavior. Reinforcement would control behavior because it is a presentation of something that is pleasant which will produce a more positive outcome. 3. Cliff used a partial reinforcement schedule by setting daily production goals. For those who met their goals every day that week their reward was lunch on Fridays. He also conducted random spot checks on employees, the ones at work were rewarded. Cliff used a fixed-interval, variable-interval and fixed-ratio schedule. 4. Cliff was good at training his staff a complex new task. Shaping builds the desired behavior in steps and rewards those behaviors that get closer to the final goal. As the employee finishes each step they move to the next one in order to receive a reward. 5. In cognitive learning the person learns by listening, watching, reading, touching or experiencing and remembering the information. He could increase the productivity by making...
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...Case Study Number One: THE MANAGER WHO DOUBLED PRODUCTIVITY 1. Cliff was able to take advantage of the staff’s behavior by providing rewards or positive consequences for a specific behavior, providing lunch on Friday for the employees that met weekly production goals, and randomly gave small rewards for those who where hard at work 2. Cliff’s predecessor’s strategy made the employees feel belittled or scared that they are always going to get into trouble for doing something wrong and he never rewarded good behavior. Reinforcement strategies will always remain preferable because it gives the person a goal to work toward, knowing that they are going to get rewarded in the end. 3. Cliff used partial reinforcement schedule by setting daily goals and rewarded with lunch on Friday for the employees who met the goals set. Cliff three reinforcement schedules such as: fixed ratio schedule, fixed interval, and variable interval. 4. Cliff could train his employees with shaping. Shaping can build behavior in stages and reward those who complete each step. 5. Cognitive learning is: reading, listening, watching, and experiencing. Cliff could improve his staff’s productivity even further by, make the work area more enjoyable as well as increase the work load for the staff. Case Study Number Two: MIKE AND MARTY SCANLON, THE UNLIKELY TWINS 1. Freud would explain the different personalities between Mike and Marty would be motivated by unconscious, the part that contains memories, feelings...
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...1) Freud could explain the personality differences between Mike and Marty Scanlon by saying that he believes much of our behavior is motivated by the unconscious, a part of the personality that contains the memories, knowledge, beliefs, feelings, urges, drives and instincts of which the individual is not aware of. Mike encountered some type of conflict during a stage in his life. It was most likely the phallic stage. If a problem occurred during this stage, they might produce an adult who fails to develop a conscience and has improper sex-role behavior. Marty would be viewed as he passed through that stage with no problem. 2) According to the Big Five personality traits Mike was careless, impulsive and disorganized. He was always in trouble and had absolutely no cares in the world. He would be rated highly in openness to experience and lowly in conscientiousness, highly in extraversion and lowly in agreeableness, and highly in neuroticism or emotional stability. Marty was quite, sympathetic, kind and appreciative, stable, calm, secure, and did not drink alcoholic beverages. He would be rated highly in openness to experience, highly in conscientiousness and lowly in extroversion, highly in agreeableness and in neuroticism or emotional stability. 3) Given that Mike and Marty are twins and share some of their genetic makeup, but I do not believe they have pronounced difference in personality. It was determined that genes do play a part in our personality, but both heredity...
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...Submitted for Course SSC 130 Essentials of Psychology April 12, 2013 Case Study Number One: The Case of Confusion 1. The subfield of psychology that will be of greatest relevance is the cognitive perspective. It focuses on how people think, understand and know about the world. Its emphasis is on how thinking about the worlds influence on our behavior. 2. The cognitive perspective would be most helpful. The focus of this perspective is how people think, understand, and know about the world. The common emphasis is on how people understand and think about the world. 3. Personally, I think Alexis surfing the web and looking at self-help books is a bad idea, she could be looking into all the wrong things and make herself believe she’s worse than she really is, she could end up self-diagnosing. The dangers of this approach are making herself believe she’s worse than she really is. 4. The advice I’d give to Alexis is that she needs to see a therapist and talking things out so she doesn’t get angry anymore. If she saw a therapist, she could be put on medicine and it would control her moods. Case Study Number Two: The Case of the Cautious Pilot 1. Captain Mueller and his co-pilot sat in the dark cockpit to get their eyes adjusted to the night time before they took off for flight to Dallas from Boston. 2. The ‘rods’ are thin, cylindrical receptor cells that are highly sensitive to light, they also play a key role in peripheral vision. Since the pilots...
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...Biological and Evolutionary, and Humanistic Approaches to Personality Trait Approaches: Placing Labels on Personality Learning Approaches: We Are What We’ve Learned Biological and Evolutionary Approaches: Are We Born with Personality? Humanistic Approaches: The Uniqueness of You Try It! Assessing Your Real and Ideal Self-Concept Comparing Approaches to Personality module 32 Intelligence Theories of Intelligence: Are There Different Kinds of Intelligence? Practical Intelligence and Emotional Intelligence: Toward a More Intelligent View of Intelligence Assessing Intelligence Variations in Intellectual Ability Exploring Diversity: The Relative Influence of Genetics and Environment: Nature, Nurture, and IQ Psychology on the Web The Case of . . . Mike and Marty Scanlon, the Unlikely Twins Profiles of Success: Raymond J. Matlock Full Circle: Personality and Individual Differences module 31 Assessing Personality: Determining What Makes Us Distinctive Self-Report Measures of Personality Who was the Real Bernie Madoff? To some, Bernard L. Madoff was an affable, charismatic man who moved comfortably among power brokers on Wall Street and in Washington. He secured a long-standing role as an elder statesman on Wall Street, allowing him to land on important boards and commissions where his opinions helped shape securities regulations. And his employees say he treated them like family. There was, of course, another side to Mr. Madoff. Reclusive, at times standoffish...
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...This page intentionally left blank This page intentionally left blank Less managing. More teaching. Greater learning. INSTRUCTORS... Would you like your students to show up for class more prepared? class is much more fun if everyone is engaged and prepared…) (Let’s face it, Want ready-made application-level interactive assignments, student progress reporting, and auto-assignment grading? (Less time grading means more time teaching…) Want an instant view of student or class performance relative to learning objectives? (No more wondering if students understand…) Need to collect data and generate reports required for administration or accreditation? (Say goodbye to manually tracking student learning outcomes…) Want to record and post your lectures for students to view online? With McGraw-Hill's Connect Management, ™ INSTRUCTORS GET: • Interactive Applications – book-specific interactive assignments that require students to APPLY what they’ve learned. • Simple assignment management, allowing you to spend more time teaching. • Auto-graded assignments, quizzes, and tests. • Detailed Visual Reporting where student and section results can be viewed and analyzed. • Sophisticated online testing capability. • A filtering and reporting function that allows you to easily assign and report on materials that are correlated to accreditation standards, learning outcomes, and Bloom’s taxonomy. • An easy-to-use lecture capture tool. STUDENTS... Want an online, searchable...
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...This page intentionally left blank This page intentionally left blank Less managing. More teaching. Greater learning. INSTRUCTORS... Would you like your students to show up for class more prepared? class is much more fun if everyone is engaged and prepared…) (Let’s face it, Want ready-made application-level interactive assignments, student progress reporting, and auto-assignment grading? (Less time grading means more time teaching…) Want an instant view of student or class performance relative to learning objectives? (No more wondering if students understand…) Need to collect data and generate reports required for administration or accreditation? (Say goodbye to manually tracking student learning outcomes…) Want to record and post your lectures for students to view online? With McGraw-Hill's Connect Management, ™ INSTRUCTORS GET: • Interactive Applications – book-specific interactive assignments that require students to APPLY what they’ve learned. • Simple assignment management, allowing you to spend more time teaching. • Auto-graded assignments, quizzes, and tests. • Detailed Visual Reporting where student and section results can be viewed and analyzed. • Sophisticated online testing capability. • A filtering and reporting function that allows you to easily assign and report on materials that are correlated to accreditation standards, learning outcomes, and Bloom’s taxonomy. • An easy-to-use lecture capture tool. STUDENTS... Want an online, searchable...
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