Describe an example in which you or someone you know has used four of the following self-presentation strategies: ingratiation, intimidation, self-promotion, exemplification, supplication, self-handicapping, and basking in reflected glory.
Write a brief report (about 2 double spaced pages). The report should describe your personal experiences, thoughts, or feelings and relate them to specific course concepts using the pdfs provided below.
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Describe an example in which you or someone you know has used four of the following self-presentation strategies: ingratiation, intimidation, self-promotion, exemplification, supplication, self-handicapping, and basking in reflected glory.
Requirements: 2 double spaced pages | .doc file
1SOCIAL PSYCHOLOGYSOCIAL PSYCHOLOGYClick on the speakericon to listen to narration.Click on the slide background to move to the next slide.We Are Social AnimalsWe Are Social AnimalsSpend 12+ Waking Hours Around OthersKeys to Happiness Include Friends & FamilyInterpersonal & Teamwork Skills are Among the 4 Key Skills for Workplace SuccessSOCIAL PSYCHOLOGYSOCIAL PSYCHOLOGYTHE SCIENTIFIC STUDY OF THE WAY IN WHICH PEOPLE’S THOUGHTS, FEELINGS, AND BEHAVIORS ARE INFLUENCED BY THE ACTUAL, IMAGINED, OR IMPLIEDPRESENCE OF OTHERS.In the top 2 pictures others are actually present and exerting influence. In the bottom picture, the person is alone but the concern for his appearance indicates the influence of others he will see—the implied or imagined presence of others.SOCIAL PSYCHOLOGYSOCIAL PSYCHOLOGYThe actual or implied presence of others affects our behavior. Do you act differently when others are around than when they are not?Click on the black screen to show videoINFLUENCE CAN BE:INFLUENCE CAN BE:IMPORTANT OR TRIVIALOBVIOUS OR SUBTLETEMPORARY OR LONG-LASTING
2Trivial InfluenceImportant InfluenceOBVIOUS OR SUBTLEOBVIOUS OR SUBTLEObvious InfluenceSubtle InfluenceSubtle InfluenceThe presence of others can affect our The presence of others can affect our performance, sometimes without us performance, sometimes without us realizing it.realizing it.TEMPORARY OR LONGTEMPORARY OR LONG–LASTINGLASTINGLONG-LASTINGFOOD PREFERENCESTEMPORARYSEATING PATTERN
3Food We May LikeFood We May LikeFood We May Not LikeFood We May Not LikeWe Are Social AnimalsWe Are Social AnimalsOthers have profound influence on us, and we have profound influence on others. This is what Social Psychology is about. Although social influence is a unifying theme that defines Social Psychology, there are a number of specialized topics that will be covered in the course, reflecting a variety of ways in which we are influenced by others. Major Topics of the CourseMajor Topics of the CourseModule 1: The Social Impact on Self:•Introduction (Ch. 1)•Self-Knowledge (Ch. 5)•Self-Justification (Ch. 6)Module 2: Understanding Others•Social Cognition (Ch. 3)•Social Perception (Ch. 4)Major Topics of the Course (Continued)Major Topics of the Course (Continued)Module 3: Dealing With Others•Interpersonal Attraction (Ch. 10)•Prosocial Behavior (Ch. 11)•Aggression (Ch. 12)Module 4: Attitudes & Social Influence•Attitudes & Attitude Change (Ch. 7)•Conformity (Ch. 8)•Prejudice (Ch. 13)Major Topics of the Course (Continued)Major Topics of the Course (Continued)Module 5: Groups and Applications•Group Processes (Ch. 9)•Making a Sustainable Environment (Ch. 14)•Social Psychology & Health (Ch. 15)•Social Psychology & the Law (Ch. 16)
SELFSELFPlease take a few minutes and write down 5 to 10 statements to answer the following question.Please take a few minutes and write down 5 to 10 statements to answer the following question.Who am I?Who am I?SELF-CONCEPTSELF-CONCEPTPerception of “Who am I?”Perception of “Who am I?”physical (tall, female)physical (tall, female)skills & competencies (smart, athletic)skills & competencies (smart, athletic)psychological (beliefs, shy, energetic)psychological (beliefs, shy, energetic)social (friendly, popular)social (friendly, popular)groups (club, church, family, family roles)groups (club, church, family, family roles)ORIGINS: SELF-CONCEPTORIGINS: SELF-CONCEPTLOOKINGLOOKING–GLASS SELF GLASS SELF INTROSPECTIONINTROSPECTIONSELFSELF–PERCEPTIONPERCEPTIONSOCIAL COMPARISONSOCIAL COMPARISONSELF-SCHEMASELF-SCHEMAA organized knowledge structure about A organized knowledge structure about oneself that organizes and guides the oneself that organizes and guides the processing of selfprocessing of self–relevant information. relevant information. SCHEMATIC INFORMATION IS MORE EASILY NOTICEDSCHEMATIC INFORMATION IS MORE EASILY NOTICED0123INDEPENDENTPARTICIPANTSDEPENDENTPARTICIPANTSREACTION TIMEINDEPENDENTWORDSDEPENDENTWORDS
Judged words & indicated whether they were: a) in big letters, b) rhymes with “kite”, c) means “intelligent”, d) describes self.Judged words & indicated whether they were: a) in big letters, b) rhymes with “kite”, c) means “intelligent”, d) describes self.SMARTSMARTpolitepoliteathleticathleticbrightbrightLAZYLAZYAspects of Self-EsteemAspects of Self-EsteemSocial Confidence: How one gets along Social Confidence: How one gets along with others with others (likable, friendly)(likable, friendly)Competence Competence (intellectual ability, physical (intellectual ability, physical abilities, skills)abilities, skills)Physical AttractivenessPhysical AttractivenessPersonal Goodness Personal Goodness (moral, ethical, (moral, ethical, conscientious)conscientious)SELF-AWARENESSSELF-AWARENESSSELF AWARENESS (CONTROL THEORY)SELF AWARENESS (CONTROL THEORY)DOESBEHAVIORMATCHSTANDARD?POSITIVEFEELINGSEXITSELF-AWARENESSCAN BEHAVIORBE CHANGEDTO MATCHSTANDARD?CHANGEBEHAVIORNEGATIVEEMOTIONSAVOIDSELF-AWARENESSYESNOYESNOWHENSELF-AWARECONTROL THEORYCONTROL THEORYTRICK OR TREAT MIRROR REDUCES TRICK OR TREAT MIRROR REDUCES STEALING FROM 50% TO 10%STEALING FROM 50% TO 10%FAILURE TO MATCH STANDARDS FAILURE TO MATCH STANDARDS LEADS TO NEG. EMOTIONS: LEADS TO NEG. EMOTIONS: DISAPPOINTMENT, SHAME, GUILT, DISAPPOINTMENT, SHAME, GUILT, FEAR, EMBARRASSMENT FEAR, EMBARRASSMENT WHEN SELFWHEN SELF–AWARE AND BEHAVIOR AWARE AND BEHAVIOR DOESN’T MATCH STANDARDS DOESN’T MATCH STANDARDS (FAILED TEST) SUBJECTS LEAVE (FAILED TEST) SUBJECTS LEAVE EXPERIMENT MORE QUICKLYEXPERIMENT MORE QUICKLY
Ch. 6: The Need to Justify Our ActionsCh. 6: The Need to Justify Our ActionsCOGNITIVE DISSONANCECOGNITIVE DISSONANCEAn uncomfortable state of tension that An uncomfortable state of tension that exists when two cognitions contradict each exists when two cognitions contradict each other. other. Usually caused by acting in a way that is Usually caused by acting in a way that is inconsistent with one’s customary, typically inconsistent with one’s customary, typically positive selfpositive self–conception conception You might experience dissonance if you You might experience dissonance if you should study but don’t, or if you buy should study but don’t, or if you buy something you can’t afford.something you can’t afford.Dissonance Causes TensionDissonance Causes TensionCounterCounter–attitudinal essay increases arousal.attitudinal essay increases arousal.Persons who are more aroused show more Persons who are more aroused show more attitude changeattitude changeLiquor or tranquilizer decreases attitude Liquor or tranquilizer decreases attitude change following counterchange following counter–attitudinal essay.attitudinal essay.Amphetamine increases attitude change Amphetamine increases attitude change following counterfollowing counter–attitudinal essay. attitudinal essay. DISSONANCE LEADS TO ATTITUDE CHANGE IF:DISSONANCE LEADS TO ATTITUDE CHANGE IF:CHOICECHOICELACK OF JUSTIFICATIONLACK OF JUSTIFICATIONAVERSIVE CONSEQUENCESAVERSIVE CONSEQUENCESCOMMITMENTCOMMITMENTCHOICECHOICEHousewives evaluated household products Housewives evaluated household products (radio, lamp, stopwatch, print)(radio, lamp, stopwatch, print)Either: Either: 1. given a gift chosen by the experimenter1. given a gift chosen by the experimenter2. choose gift between most & least liked 2. choose gift between most & least liked onesones3. choose gift between 2 equally liked 3. choose gift between 2 equally liked alternatives.alternatives.CHANGE BETWEEN RATINGSCHANGE BETWEEN RATINGS-50-40-30-20-10010203040NO CHOICELO DISSHI DISSGIFTOTHER
LACK OF JUSTIFICATIONLACK OF JUSTIFICATIONSubjects participated in a boring studySubjects participated in a boring studysome lied for $1, some for $20, some no liesome lied for $1, some for $20, some no lieBehaviorBehavior–Attitude Inconsistency with lack Attitude Inconsistency with lack of justification produced dissonanceof justification produced dissonanceDissonance led to attitude changeDissonance led to attitude changeLying for $Lying for $024681012JUSTIFICATION TO LIELIKING FOR THE EXPERIMENTno lie$20 $1 Lack of JustificationLack of JustificationEating Grasshoppers Eating Grasshoppers —-sometimes produces sometimes produces liking for grasshoppers.liking for grasshoppers.if eaten for a negative officer, soldiers liked if eaten for a negative officer, soldiers liked grasshoppers better than if eaten for a grasshoppers better than if eaten for a friendly officer.friendly officer.Liking for Fried GrasshoppersLiking for Fried Grasshoppers0%10%20%30%40%50%60%PERSON MAKING REQUESTPERCENT LIKING GRASSHOPPERSposofficernegofficerAVERSIVE CONSEQUENCESEFFECTIVE COUNTERATTITUDINAL ESSAYAVERSIVE CONSEQUENCESEFFECTIVE COUNTERATTITUDINAL ESSAYESSAY TO INCREASE COLLEGE FEES02468101214ATTITUDE TOWARD FEE INCREASEEFFECTIVENOT EFFECTIVECOMMITMENTCHANGE FOLLOWING A NEGATIVE EVALUATIONCOMMITMENTCHANGE FOLLOWING A NEGATIVE EVALUATION-9-8-7-6-5-4-3-2-10COMMITMENTNO COMMITMENTChange in Evaluations
1GENERAL THEMEGENERAL THEMEandandBROAD THEORIESBROAD THEORIESGeneral ThemeGeneral ThemeLEWIN: B = ( fP, E )Brepresents a person’s behaviorf is a symbol meaning is a function of, or depends uponPrepresents the personErepresents the environment or the situationThe equation says that Behavior depends uponboththe person and the situationB = B = ff(P, E)(P, E)0123456NonviolentViolentGirlsBoysAggressionBehavior is determined by social and cultural forces (social currents)Culture: beliefs, customs, habits shared by people of a similar nationality, social class, etc. sex roles, eating habitsBecause behavior is affected by the situation, we may act differently in different situations.TalkLaughCryBelchReadSituationDateOwn RoomJob InterviewChurchMovieHow Appropriate is each behavior: 1= inappropriate, 2= unsure, 3 = appropriate
2Three Broad TheoriesThree Broad TheoriesSocial Exchange Social CognitionSelf-EsteemSOCIAL EXCHANGE THEORYREWARDS (MATERIAL & SOCIAL)COSTSOUTCOME LEVEL = (R -C)SOCIAL EXCHANGE THEORYOUTCOME LEVEL = (R -C)COMPARISON LEVEL OL > CL, SATISFIEDOL < CL, DISSAT.CL OF ALTERNATIVESOL > CLALT, STAYOL < CL ALT, GOSOCIAL COGNITIONSOCIAL COGNITIONEMPHASIZES PERCEPTIONS, THOUGHTS, UNDERSTANDINGS, CONSTRUALS (TUMBLEWEED, COMPLIMENT, TEASING)SELFSELF–ESTEEMESTEEMWe try to maintain a positive view of ourselves.This may lead to self-serving explanations (credit for success, but excuses for failure) and rationalizations ( justification of our decisions or behavior) ex. treat someone badly.DIFFERENT THEMES AND DIFFERENT THEMES AND THEORIES PROVIDE DIFFERING THEORIES PROVIDE DIFFERING (COMPLEMENTARY) (COMPLEMENTARY) PERSPECTIVESPERSPECTIVES
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