I read an older Psyblog about how weather affects people's moods. I found this article to be interesting because previous to reading this article I thought that the weather did affect people's attitudes. To put it plainly; I was wrong.
The article states that through a number of studies that were performed the weather has a very small impact on people's moods. The studies focused on both good weather and bad weather and found that people on average were just as likely to be upset on a good weathered day than on a dreary one. In fact, the study showed that weather has such a minute impact on our attitudes that it really cannot be considered a factor. With that being said, the weather does have an effect on negativity. If a person is already being negative and the weather is dreary or nasty outside than they are more likely going to think more negatively. (The article did cite however that the majority of us have very indoor lives; so this may have had an effect on the study itself.) Overall, weather does not have a significant impact on a person's mood.
The article also briefly discussed Seasonal Affective Disorder also known as SAD. This disorder causes certain individuals to get depressed during the seasons. The seasons can vary from person to person. Typically when you think of this disorder it is associated that winter= sad and summer = happiness (this is not the case for everyone). This disorder is not caused by the weather but by the seasons and therefore does not fall into the data previously stated above. The vast majority of people do not suffer from this condition.
I liked this article. While I find the results of the studies to be accurate; I wish the participants would have spent more time outdoors to see if the weather (or the time spent outside) truly had a factor on a person's mood. I also liked the point in the article stating that bad weather has the ability to increase a person negative thinking (this happens to me during the winter).
Please, let me know what your opinions are on whether weather affects people's moods or is it just a coincidence.
Wednesday, October 28, 2009
Chapter Six- Sensation and Perception
In this chapter I learned about thresholds, color vision, and how we form perceptions. I will admit that I did not find this chapter as interesting compared to some of our previous chapters.
Absolute thresholds are the minimum stimulation needed to defect a particular stimulus 50 percent of the time. These thresholds are illustrated through faint stimuli seeing things from a distance such as a light tower or feeling a bug land on us. Absolute thresholds help us to detect particular sounds, pressures, lights, taste and odors. Our absolute thresholds vary with age. This means that as we age we might be less sensitive to a smell or sound than we were at a younger age.
Color vision is what helps us to define a red tomato or green grass. However, these objects really are not those colors. What I am referring to is that all objects have pigments and it is through reflected light that we are able to see those pigments. So for a tomato the light reflects the color red and for most grass the light reflects the color green. Colors can be created through combining waves of light which consist of three primary colors: red, blue, and green. This is where the Young-Helmholtz trichromatic theory comes in, which implies that the cones in our eyes work in groups of three. The retina has three color receptors which is sensitive to a color. This theory makes sense because the retina receptors are red, green, and blue. This means that we are more sensitive to red, green, and blue things. Color deficient people lack red and green cones(which when combined are sensitive to yellow) have problems seeing certain reflected colors. One out of fifty people are "color blind"(color blind is the incorrect terminology for this situation) or color deficient. (These people are usually male and this trait is usually genetically linked through gender.)
Form perception is another thing I learned in this chapter. This section talked about figure-ground and grouping principles. Figure ground is the organization of the visual fields into objects that stand out from their surroundings. Examples of this would include; face detection, recognizing voices, and or other objects. Grouping is the perceptual tendency to organize stimuli into coherent groups. This allows us to organize our figure-ground data and put it into groups. The principles that follow this idea are: Proximity, Similarity, Continuity, Connectedness, and Closure. Proximity refers to figures being together or near one another. Similarity is where we take similar or like objects and group them together. Continuity is where we perceive smooth, continuous patterns. Connectedness is where items are grouped together because they are uniform and linked. Closure is where we piece everything together and create a whole object. (See figures on page 265 in our text book for specific examples.)
Absolute thresholds are the minimum stimulation needed to defect a particular stimulus 50 percent of the time. These thresholds are illustrated through faint stimuli seeing things from a distance such as a light tower or feeling a bug land on us. Absolute thresholds help us to detect particular sounds, pressures, lights, taste and odors. Our absolute thresholds vary with age. This means that as we age we might be less sensitive to a smell or sound than we were at a younger age.
Color vision is what helps us to define a red tomato or green grass. However, these objects really are not those colors. What I am referring to is that all objects have pigments and it is through reflected light that we are able to see those pigments. So for a tomato the light reflects the color red and for most grass the light reflects the color green. Colors can be created through combining waves of light which consist of three primary colors: red, blue, and green. This is where the Young-Helmholtz trichromatic theory comes in, which implies that the cones in our eyes work in groups of three. The retina has three color receptors which is sensitive to a color. This theory makes sense because the retina receptors are red, green, and blue. This means that we are more sensitive to red, green, and blue things. Color deficient people lack red and green cones(which when combined are sensitive to yellow) have problems seeing certain reflected colors. One out of fifty people are "color blind"(color blind is the incorrect terminology for this situation) or color deficient. (These people are usually male and this trait is usually genetically linked through gender.)
Form perception is another thing I learned in this chapter. This section talked about figure-ground and grouping principles. Figure ground is the organization of the visual fields into objects that stand out from their surroundings. Examples of this would include; face detection, recognizing voices, and or other objects. Grouping is the perceptual tendency to organize stimuli into coherent groups. This allows us to organize our figure-ground data and put it into groups. The principles that follow this idea are: Proximity, Similarity, Continuity, Connectedness, and Closure. Proximity refers to figures being together or near one another. Similarity is where we take similar or like objects and group them together. Continuity is where we perceive smooth, continuous patterns. Connectedness is where items are grouped together because they are uniform and linked. Closure is where we piece everything together and create a whole object. (See figures on page 265 in our text book for specific examples.)
Illusions
These are some of the optical illusions that I enjoyed looking at for this assignment:
~Contrast Constancy
~Spiral Aftereffect
~Muller-Lyer Illusion
~Munker-White Illusion
~Pyramid Illusion
~Scintillating Illusion
~Hermann Grid, Curving
~Lilac Chaser
These illusions were very interesting. I never realized how many tricks our eyes play on us until I was going through the illusions for this assignment. I learned that our perceptions may not always be what we might think. For example, in one of the illusions there was picture of a girl sitting in a chair looking out at the night sky. In the sky was the image of a moon. The moon was drawn bigger because that is how we perceive the moon being; however, in actuality the moon was a third or half the size drawn.
I think what surprised me the most when looking at these optical illusions was the vastness or variety of optical illusions. A specific optical illusion that surprised me was the optical illusion called Muller-Lyer Illusion. In this illusion there was a line with a line segment. The goal was to affix the line segment in the center of the line. Well, obviously my perception of the center was completely off from the exact center of the line. So when I clicked ruler I could plainly see that my mark was off by at least an inch.
I don't know if these illusions have really changed my perception of the world; however, it does make think whether or not I am seeing the full picture.
I believe that these experiences affect my everyday life through encouraging me to think more. For example, are those two objects really the same length, are they different colors or are they the same but the shadow makes them look different, or is that really center or in the center? I think these questions will certainly be present more often than they would have been if I had not seen the optical illusions.
~Contrast Constancy
~Spiral Aftereffect
~Muller-Lyer Illusion
~Munker-White Illusion
~Pyramid Illusion
~Scintillating Illusion
~Hermann Grid, Curving
~Lilac Chaser
These illusions were very interesting. I never realized how many tricks our eyes play on us until I was going through the illusions for this assignment. I learned that our perceptions may not always be what we might think. For example, in one of the illusions there was picture of a girl sitting in a chair looking out at the night sky. In the sky was the image of a moon. The moon was drawn bigger because that is how we perceive the moon being; however, in actuality the moon was a third or half the size drawn.
I think what surprised me the most when looking at these optical illusions was the vastness or variety of optical illusions. A specific optical illusion that surprised me was the optical illusion called Muller-Lyer Illusion. In this illusion there was a line with a line segment. The goal was to affix the line segment in the center of the line. Well, obviously my perception of the center was completely off from the exact center of the line. So when I clicked ruler I could plainly see that my mark was off by at least an inch.
I don't know if these illusions have really changed my perception of the world; however, it does make think whether or not I am seeing the full picture.
I believe that these experiences affect my everyday life through encouraging me to think more. For example, are those two objects really the same length, are they different colors or are they the same but the shadow makes them look different, or is that really center or in the center? I think these questions will certainly be present more often than they would have been if I had not seen the optical illusions.
Friday, October 23, 2009
Chapter Five- Developing Through the Life Span
This chapter covered development from prenatal to adulthood and parenting styles. Three things I learned in this chapter are the parenting styles, social identity, and intelligence. I also found the information on autism and dementia interesting because I know people personally who have struggled with them.
The parenting styles I found interesting because I had always thought that parenting styles were unique and different. However, the majority of parenting styles can be split up into three categories; authoritarian, permissive, and authoritative. Authoritarian parenting puts a strong emphasis on strict obedience and leaves no room for interpretation. These types of parents require everything they ask to be completed and right the first time. Permissive parents are the exact opposite. They are more laid back and the children are pretty much in control of the entire situation. The parents will grant their every desires and make very few demands. The last parenting style authoritative is a hybrid of the last two parenting styles. This style combines structure with discussion. The boundaries are set, enforced, rules are explained with reasoning, and everything is open to discussion. This last type of parenting style is the one my parent's use.
I also learned about social identity in this chapter. I found this topic to be interesting because we as individuals tend to base our sense of self around group membership. For example several people adopt their clothing style to match of particular group in an effort to be associated with the group or feel apart of it. (goth, geek, preps, jocks) In addition to clothing we often wonder why we exist, or wish that we were somebody else because we perceive them to be. Several adolecenants are content with their identity while others ponder the previous ideals. Some factors of our social identity include; thoughts and feelings, appearance, and relationships with friends and family. This section made me wonder whether I am really content with the person I am or if I am still searching for my purpose in life (why do I exist).
The parenting styles I found interesting because I had always thought that parenting styles were unique and different. However, the majority of parenting styles can be split up into three categories; authoritarian, permissive, and authoritative. Authoritarian parenting puts a strong emphasis on strict obedience and leaves no room for interpretation. These types of parents require everything they ask to be completed and right the first time. Permissive parents are the exact opposite. They are more laid back and the children are pretty much in control of the entire situation. The parents will grant their every desires and make very few demands. The last parenting style authoritative is a hybrid of the last two parenting styles. This style combines structure with discussion. The boundaries are set, enforced, rules are explained with reasoning, and everything is open to discussion. This last type of parenting style is the one my parent's use.
I also learned about social identity in this chapter. I found this topic to be interesting because we as individuals tend to base our sense of self around group membership. For example several people adopt their clothing style to match of particular group in an effort to be associated with the group or feel apart of it. (goth, geek, preps, jocks) In addition to clothing we often wonder why we exist, or wish that we were somebody else because we perceive them to be. Several adolecenants are content with their identity while others ponder the previous ideals. Some factors of our social identity include; thoughts and feelings, appearance, and relationships with friends and family. This section made me wonder whether I am really content with the person I am or if I am still searching for my purpose in life (why do I exist).
How to Avoid Procrastination: Think Concrete
I found this article on Psyblog about Procrastination. I thought this article was so fitting since lately, I have been struggling with this particular problem. I have never really had this problem before until this year. So I thought I would read and blog about this article in case anyone else is currently struggling with this dilemma as well.
The article talks about the history of procrastination and how it has been around since the time of the industrial revolution. The article also mentions that while some people procrastinate once in awhile; there are others that have "chronic procrastination". You may be wondering how big is the scope of this problem. Well, for starters approximately 50 percent of college students have cited their procrastination habits to problematic. This is not just a problem for college students, approximately 15-20 percent of adults also identify themselves as having problematic or chronic procrastination.
Now that we have identified the problem: procrastination, let's look at the ways to help avoid or solve the problem psychologically. The article cites a study that was performed to see how much procrastination was affected by how we construe it. The study looked at two aspects; abstract (imaginary, fanatical) construal and concrete (realistic) construal. In the study participants are split up into two groups. Each group looks at painting involving pointilism. One group sees the full painting and told it was neo-impressionism (example of abstract construal). The group sees a section of the painting; seeing the techinque of pointilism (example of concrete construal). Both groups are then told to fill out a questionaire. The answers on the questionaire are irrelevant, because the purpose is to see how long the participants take in completing the questionaire. The results showed that participants were more likely to return their questionaire in sooner when it was a concrete construal example verses that of an abstract construal.
Now that we know what types of things in life cause procrastination how do we avoid them. Here are some tips the article gives. First of all use self-imposed deadlines and focus on details. Second stick to a task, once it has been started, while still keeping the abstract goal in mind. Third evaluate your progress on hard tasks, and stay focused even if the chance or likely hood of failure is high. Finally, once you have focused and the end of the task is in sight, it makes it easier to focus again on the "psychological choice to choose".
Some simplier ways I found to somewhat cope with my procrasination; is to make to-do lists, use a planner to keep dates straight, and to avoid all possible distractions. I would like to know if anyone else has any tips with how they cope with their procrasination (if they have a problem that is).
The article talks about the history of procrastination and how it has been around since the time of the industrial revolution. The article also mentions that while some people procrastinate once in awhile; there are others that have "chronic procrastination". You may be wondering how big is the scope of this problem. Well, for starters approximately 50 percent of college students have cited their procrastination habits to problematic. This is not just a problem for college students, approximately 15-20 percent of adults also identify themselves as having problematic or chronic procrastination.
Now that we have identified the problem: procrastination, let's look at the ways to help avoid or solve the problem psychologically. The article cites a study that was performed to see how much procrastination was affected by how we construe it. The study looked at two aspects; abstract (imaginary, fanatical) construal and concrete (realistic) construal. In the study participants are split up into two groups. Each group looks at painting involving pointilism. One group sees the full painting and told it was neo-impressionism (example of abstract construal). The group sees a section of the painting; seeing the techinque of pointilism (example of concrete construal). Both groups are then told to fill out a questionaire. The answers on the questionaire are irrelevant, because the purpose is to see how long the participants take in completing the questionaire. The results showed that participants were more likely to return their questionaire in sooner when it was a concrete construal example verses that of an abstract construal.
Now that we know what types of things in life cause procrastination how do we avoid them. Here are some tips the article gives. First of all use self-imposed deadlines and focus on details. Second stick to a task, once it has been started, while still keeping the abstract goal in mind. Third evaluate your progress on hard tasks, and stay focused even if the chance or likely hood of failure is high. Finally, once you have focused and the end of the task is in sight, it makes it easier to focus again on the "psychological choice to choose".
Some simplier ways I found to somewhat cope with my procrasination; is to make to-do lists, use a planner to keep dates straight, and to avoid all possible distractions. I would like to know if anyone else has any tips with how they cope with their procrasination (if they have a problem that is).
Tuesday, October 20, 2009
Leaders Emerge by Talking First and Most Often
I found this article on Psyblog about explaining what we as individuals perceive as "leaders" and how they usually emerge. The question, or main point, was what is it about these individuals that set them apart from the others in the group; which in turn gives them the privilege of being the leader (head of the group)?
Two studies were performed to test that theory. The first of the two studies observed how "dominant" individuals were perceived by their peers (in the group). The findings showed that being seen as both competent and an equal is very important. If a person is competent, but not seen as an equal with their peers within the group; they will not obtain a leadership role. Also, study found that there is a huge gap between actual competence or qualifications and what others perceive or tend to think. In the second study they focused on problems with competition. This was done through video-taping participants behaviors within the groups. The observations proved that those individuals that were dominant and outspoken were more often than not seen as being competent. This was true when they would make suggestions to the group and behaviors. So, those who spoke most often and first were usually considered competent. In essence, this study shows that those who make a greater verbal contribution usually are viewed as the leaders within a particular group. (This is because others within the group tend to think that those who speak the most will lead them to success.)
In spite of what these two studies show, the article goes on to state, that in reality world leaders and CEO's of corporations tend to have those positions more due to money and power; instead of outspokenness and perceived competence. The studies, however, apply more too informal everyday life situations verses prestigious leadership positions.
While I thought this article had several good points; I found myself differing in opinion on a few things. I consider myself to be somewhat of a leader. I hold various officer positions at school and I don't think that I obtained any of them by being the loudest or by constantly talking. I personally believe that I was elected to those positions; because of my credentials, hard work, and dedication. I would be interested in hearing what you think about this article, along with whether the people you know get informal leadership roles by being outspoken or if they truly deserved them.
Two studies were performed to test that theory. The first of the two studies observed how "dominant" individuals were perceived by their peers (in the group). The findings showed that being seen as both competent and an equal is very important. If a person is competent, but not seen as an equal with their peers within the group; they will not obtain a leadership role. Also, study found that there is a huge gap between actual competence or qualifications and what others perceive or tend to think. In the second study they focused on problems with competition. This was done through video-taping participants behaviors within the groups. The observations proved that those individuals that were dominant and outspoken were more often than not seen as being competent. This was true when they would make suggestions to the group and behaviors. So, those who spoke most often and first were usually considered competent. In essence, this study shows that those who make a greater verbal contribution usually are viewed as the leaders within a particular group. (This is because others within the group tend to think that those who speak the most will lead them to success.)
In spite of what these two studies show, the article goes on to state, that in reality world leaders and CEO's of corporations tend to have those positions more due to money and power; instead of outspokenness and perceived competence. The studies, however, apply more too informal everyday life situations verses prestigious leadership positions.
While I thought this article had several good points; I found myself differing in opinion on a few things. I consider myself to be somewhat of a leader. I hold various officer positions at school and I don't think that I obtained any of them by being the loudest or by constantly talking. I personally believe that I was elected to those positions; because of my credentials, hard work, and dedication. I would be interested in hearing what you think about this article, along with whether the people you know get informal leadership roles by being outspoken or if they truly deserved them.
Friday, October 16, 2009
Chapter Four - Nature, Nurture, and Human Diversity
This chapter was very in depth and I learned so much. I think the three things that have stuck with me the most throughout reading the chapter and working on the assignments are: information on twin studies, nature verses nurture, and genetic environmental influences. The majority of the information in this chapter I had never heard of before or just never really paid that much attention to before now.
Twin studies I found to be intriguing. I had always assumed that twins that looked exactly alike were identical and the twins that looked different were fraternal. However, I was wrong. Although it is true that identical twins usually look alike; fraternal twins can as well. I also learned that identical twins usually have mirror traits. For example in a pair of identical twins; it would not be unlikely for one to be right handed and the other to be left handed. I also found it interesting how people who had been raised as fraternal twins later found out that they were indeed identical and that their bond strengthened based off that information alone. The one thing that I didn't understand is how this correlates to those of us who are not twins, or do not have siblings? I understand that some of this information can transfer especially on the genetics end of things. The studies that I read lean more towards the idea that our genetics are more influential than our environment. (which probably is true) I also wondered if twins have the mirrored qualities what about identical triplets or other multiples? Overall I enjoyed learning about this stuff.
Nature verses nurture fascinates me. I knew that our genes had accounted for our looks and some of our traits but I had no idea to what extent. When working on the activity about this; at times I found myself going back and forth as to whether or not I truly felt that nature played a bigger role or nurture -our parents. I read several articles that claim both have an influence or an affect on your behaviors, traits, and overall self. (they are inter-related) I liked this section of the chapter because it made me think about the influences in my life and what extent comes from my genes and from the influences in my environment. (basically heritability) This would tie in with the genetic environmental influences. I read in an article that they did a study on whether poverty, illiterate parents or mental retardation affected a child's IQ. They found that while it didn't directly affect; that it did have some affect on a child and consequently lower IQ scores. So in that case I guess the environmental factors affected the children more than the genes.
Twin studies I found to be intriguing. I had always assumed that twins that looked exactly alike were identical and the twins that looked different were fraternal. However, I was wrong. Although it is true that identical twins usually look alike; fraternal twins can as well. I also learned that identical twins usually have mirror traits. For example in a pair of identical twins; it would not be unlikely for one to be right handed and the other to be left handed. I also found it interesting how people who had been raised as fraternal twins later found out that they were indeed identical and that their bond strengthened based off that information alone. The one thing that I didn't understand is how this correlates to those of us who are not twins, or do not have siblings? I understand that some of this information can transfer especially on the genetics end of things. The studies that I read lean more towards the idea that our genetics are more influential than our environment. (which probably is true) I also wondered if twins have the mirrored qualities what about identical triplets or other multiples? Overall I enjoyed learning about this stuff.
Nature verses nurture fascinates me. I knew that our genes had accounted for our looks and some of our traits but I had no idea to what extent. When working on the activity about this; at times I found myself going back and forth as to whether or not I truly felt that nature played a bigger role or nurture -our parents. I read several articles that claim both have an influence or an affect on your behaviors, traits, and overall self. (they are inter-related) I liked this section of the chapter because it made me think about the influences in my life and what extent comes from my genes and from the influences in my environment. (basically heritability) This would tie in with the genetic environmental influences. I read in an article that they did a study on whether poverty, illiterate parents or mental retardation affected a child's IQ. They found that while it didn't directly affect; that it did have some affect on a child and consequently lower IQ scores. So in that case I guess the environmental factors affected the children more than the genes.
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