UTS SEMI FINALS

• In one study Gallup (1970) - researchers painted a red dot on the forehead of anesthetized chimpanzees and then placed the animal in a cage with a mirror.
• age of two - children become aware of their gender, whether they are male or female.They also begin to show awareness of social situations: they understand that other people see them and judge them in the same way they see and judge others (Doherty, 2009).
• age four, children's self descriptions tend to be based on physical characteristics, such as hair color.
• Self-concept - is a knowledge representation that contains knowledge about us, including our beliefs about our personality traits, physical characteristics, abilities, values, goals and roles, as well as the knowledge that we exist as individuals.
• During childhood and adolescence, self-concepts become more abstract and complex and are organized into different cognitive aspects of the self, known as self-schemas. A self-schema refers to the impressions that you have of yourself and how they influence your behavior.
• Among other things,people can hold self-schemas about:

  • Behaviors ("I'm assertive," "I avoid conflict")
  • Personality traits ("I'm shy," "I'm friendly")
  • Physical characteristics ("I'm pretty," "I'm attractive")
  • Interests ("I love sports," "I like art")
• Physical characteristics - People often list the physical characteristics that make them different from other people in a positive or negative way ("I'm blonde", "I'm short"), partly because they understand that these characteristics stand out and can therefore be used by others when judging them.
• Personality Traits - The specific and stable personality characteristics that describe an individual (“I am friendly,” “I am shy,” “I am persistent”). These individual differences are important determinants of behavior, and this aspect of the self-concept varies among people.
• Demonstrating cultural difference - People often describe themselves using their cultural characteristics that emphasize their uniqueness. They tend to emphasize ownership and shared social roles in cultural group that they belong.
• PART OF OUR SELF-CONCEPT IS:

  Self-awareness - It refers to the extent to which we are currently fixing our attention on our own self-concept. When our self-concept becomes highly accessible because of our concerns about being observed and potentially judged by others, we experience the publicly induced self-awareness known as self consciousness.
• Self-complexity - the extent to which individuals have many different and relatively independent ways of thinking about themselves.
• Self-concept clarity - is the extent to which one’s self-concept is clearly and consistently defined.
• The benefits of self-complexity occur because the multiple domains of the self help protect us from negative events and enjoy the positive events we experience. For people with low self-complexity, negative outcomes in relation to one aspect of the self tend to have a large impact on their self-esteem.
• SELF-CONCEPT CLARITY: EXPLAINED - When we have a clear concept of ourselves, we can consistently communicate who we are and what we want to the people around us, which leads to greater understanding and satisfaction.Also,perhaps when we feel clearer about who we are, then we don't feel threatened by our self-concept and autonomy when we find ourselves having to compromise.
• In psychology, intelligence is not a single attribute, rather it is a collection of different traits. Scholars have attempted to identify and quantify the various aspects of intelligence. Howard Gardner's notion of eight intelligences is a well-known example of this.
• Verbal-linguistic intelligence – characterized by ability to think and use language to express meaning [word smart]
• Logical–mathematical intelligence – ability to carry out mathematical operations and handle long chains of reasoning [number/reasoning smart]
• patial-visual intelligence – ability to think in images, pictures, or three-dimensional figures [picture smart]
• Bodily-kinesthetic intelligence – ability to be physically adept at manipulating objects skillfully and controlling one’s bodily movement [body smart]
• Musical-rhythmic intelligence – sensibility to pitch, melody, rhythm and tone [music smart]
• Interpersonal intelligence – ability to understand and interact effectively with others as well as the capacity to discern, motivate, etc. [people smart]
• Intrapersonal intelligence – ability to understand oneself, knowledge to one’s strength and weaknesses, desires, and feelings [self-smart]
• Naturalist intelligence – ability to observe patters in nature and understand natural and human-made systems, sensitivity to the differences among diverse species and ability to interact with living creatures [nature smart]
• CONTRIBUTORS TO INTELLIGENCE

  • Heredity [nature]– refers to genes one inherits from his/ her parents, which provide the upper and lower limits of his/her intelligence quotient or IQ.
  • Environment [nurture]– involves the experiences and psychological and physical exposure of the individual to the various influences around him/her
• It’s been resolved that heredity and environment both interact to contribute in intelligence and personality. While you may be low on certain skill, there might be other capabilities that you have. Just discover and develop them further.
• METACOGNITION: “THINKING ABOUT THINKING"

  We are Homo sapiens or "wise man". We think more complex. But being called wise man not only about how we think, how you process information and how you utilize techniques while you are studying. By this you have higher chance of improving your learning process than those who do not reflect on their methods. This idea falls under metacognition.
• Metacognition is defined as "thinking about thinking" (Livingston, 1997). Hence, it is the awareness and limitations of your current knowledge and skills (Meichenbaum, 1985). Metacognition enables the person to adapt their existing knowledge and skills to a learning task, seeking for the optimum result of the learning experience.
• TWO ELEMENTS OF METACOGNITION

  • METACOGNITIVE KNOWLEDGE what you know about how you think. Variables that affect how you know as a thinker:
  • First, the personal variables which is your evaluation to your strength and weaknesses in learning.
  • Secondly, the task variables this is what you know and what you think about the nature of the task and the task requires.
  • Lastly, refers to what strategies or skills you already have in dealing with certain task.
• METACOGNITIVE REGULATION means on how you adjust your thinking process to help you learn better. This includes:

  • Self-reflection
  • Finding a mentor or support, if necessary
  • Thinking out loud
  • Welcoming errors for clarification
  • Being more positive towards mistakes
• Emotion - is "a complex reaction pattern involving sensory, behavioral, and physiological variables," according to the American Psychological Association (APA). Emotions are how people react to things that are significant to them. Emotional experiences are made up of three parts: a subjective experience, a physiological response, and a behavioral or expressive response.
• The Six Basic Emotions

  • Emotional psychologist Paul Ekman identified six basic emotions that could be interpreted through facial expressions. They included happiness, sadness, fear, anger, surprise and disgust.
  • He expanded the list in 1999 to also include embarrassment, excitement, contempt, shame, pride, satisfaction and amusement, though those additions have not been widely adapted.
• The Eight Basic Emotions

  Similarly, in the 1980s, psychologist Robert Plutchik identified eight basic emotions which he grouped into pairs of opposites, including joy and sadness, anger and fear, trust and disgust, and surprise and anticipation. This classification is known as a wheel of emotions and can be compared to a color wheel in that certain emotions mixed together can create new complex emotions.
• Emotional experiences give rise to feelings. This is considered in the same category as hunger or pain because a person is aware of the sensation. An emotion produces a feeling, which can be impacted by memories, beliefs, and other variables.
• Parts of Emotion

  • Emotions are made up of three parts: subjective experiences, physiological responses, and behavioral responses. Let’s take a closer look at each of these components.
• Subjective Experiences - All emotions start with a subjective experience, often known as a stimulus, but what exactly does that imply? While all people, regardless of culture or background, feel basic emotions, the experience that causes them can be profoundly subjective. Subjective experiences can range from something as simple as seeing a color to something as significant as the death of a loved one or the marriage of a spouse.
• Physiological Experiences - This body response is caused by the autonomic nervous system's reaction to the emotion we're experiencing. Our fight-or-flight reaction is regulated by the autonomic nerve system, which also controls our involuntary body responses. Many psychologists feel that our physiological responses have aided us in our evolution and survival as humans over time.
• Behavioral Responses - The actual expression of the emotion is the behavioral reaction part of the emotional response. A smile, a grimace, a giggle, or a sigh are just a few examples of behavioral responses, which vary depending on society conventions and personality.
• Motivation - The process of initiating, guiding, and maintaining goal-oriented behaviors is known as motivation.
• The biological, emotional, social, and cognitive variables that trigger behavior are all part of motivation. It is the driving force behind human actions.
• The forces that lie beneath motivation can be biological, social, emotional, or cognitive in nature. In everyday usage, the term "motivation" is frequently used to describe why a person does something.