Purpose: You Will Listen To Or Watch Outside Source Material

Purposeyou Will Listen To Or Watch Outside Source Material Chosen F

Purpose: You will listen to (or watch) outside source material chosen from the options below. This is a chance to explore a topic that interests you in more detail and to think about course concepts in new contexts. The paper will also give you the chance to practice your academic writing skills and receive practical feedback. Consider the source material as a springboard for your own ideas and reactions. This paper is not an exercise in simple summarizing.

It is an exercise in applying and integrating your new knowledge. Try to draw connections between this source, the material we are learning in class, and your own thoughts and feelings. For example, “I was disturbed by Nim’s placement with a human family who knew nothing about chimpanzees or sign language. Not only was this situation risky, but it limited the researcher’s ability to provide convincing support for his hypothesis. It would have been more appropriate to observe Nim and the family in a lab setting where the influence of extraneous factors could be better controlled,” is preferable to “Researchers placed Nim with a human family in the city and studied his development to see if he could learn language. When this arrangement became too dangerous, he moved into a rural research facility with new handlers.”

Grading Criteria

Format: (5 points/ pages, double spaced, 12 point font size, 1 inch margins) Your name and page # on each page.

An introduction that orientates the reader to the source you used and what to expect from the rest of the paper.

Body paragraphs: organize your reactions so that each paragraph contains one or two main ideas and links to the next paragraph with logical transitions.

A conclusion: remind the reader of the most important point(s) you want them to ‘take away’ from your paper.

You will earn points for following this format and structure; however, you will not be graded on grammar or writing style. (I may still offer you that kind of feedback if I can, or suggest the writing center for help.)

Content

(15 points/20) You will earn points by making at least three thoughtful observations with a related reaction that ties the source material to your own experience and/or to course information. A sample student paper is available upon request.

To generate thoughtful content, I suggest an initial review of the material followed by immediate ‘freewriting’ of your reactions. Later, after considering related course information and the following questions (or others you might come up with—these are only brainstorming suggestions), listen again and take notes. Then identify the main ideas that interest you most, select at least three, and organize your paper around them.

  • Which areas of psychology does this material address?
  • How? Did this story remind you of your own experiences? How?
  • Was this information believable/credible? Why or why not?
  • What questions are you left with and how might you guess at an answer?
  • Which psychological perspectives were represented? By whom and how so?
  • Did you recognize any of the concepts we have read about in this material?

Source Options

The following podcasts are rich with research, applied, and human-interest psychology content and are available to listen to online or download for free. Please browse the titles and descriptions and choose one that interests you (excluding clips under 15 minutes). Sample it early to make sure you can work with this style of presentation.

If you prefer to use an alternate source, you must email to propose it by 10/8. I will consider substantive documentaries, books, programs, and articles related to psychology topics (and can sometimes help you find something appropriate on a topic if you inquire early enough). Be sure to describe the source and why you think it is appropriate and I will email you confirmation of approval (or disapproval) within the week following your request.

Submission Guidelines

You will submit your papers electronically on Canvas by 11:59 pm.

Rewrite/Edit Option: I will grade your resubmission again from scratch (if you decide to resubmit) and you will receive the better of the two grades. *Please note, you must submit a first assignment to be considered for a second submission—(even if it is in very rough draft format).

Paper For Above instruction

Choosing a compelling external source for this assignment provides an excellent opportunity to deepen your understanding of psychological concepts through real-world narratives and research. For this paper, I selected the podcast "Hidden Brain," a fascinating source that explores human behavior, decision-making, and social psychology, making it highly relevant and credible for academic exploration. In the subsequent discussion, I will analyze key themes from a specific episode, relate these themes to course material, and reflect on how this content intersects with personal experiences and broader psychological principles.

The episode I chose investigates the cognitive biases that influence decision-making, particularly focusing on heuristics—mental shortcuts that simplify complex problems but can lead to errors. It highlights how these shortcuts are deeply ingrained in human cognition and can significantly impact choices in everyday life, from personal relationships to societal issues. The relevance of this topic to social psychology is evident, as heuristics profoundly shape social interactions and perceptions. This aligns with course discussions on biases, stereotyping, and the automatic processing of information, demonstrating the pervasive influence of cognitive shortcuts in social contexts.

One of the most compelling aspects of the episode was its explanation of the availability heuristic, a mental shortcut where people judge the frequency or likelihood of an event based on how easily examples come to mind. For instance, the episode describes how media coverage can skew perceptions of danger, making certain risks seem much more prevalent than they are. This resonated with my own experiences growing up in a community where media sensationalism often heightened fears about specific issues such as crime or health scares. This observation underscores how media-driven heuristics can distort reality and influence individual and collective behavior, a point strongly supported by social psychological research (Tversky & Kahneman, 1973).

Another insightful part of the podcast explored how cognitive biases can lead to systemic errors in judgment, such as racial profiling or voting behavior. The discussion connected with course concepts about stereotypes and prejudice, emphasizing that these biases are not merely individual mistakes but are embedded in societal structures. The episode provided concrete examples, such as how law enforcement officials might rely on heuristics during high-pressure situations, subsequently reinforcing racial disparities. This intersection between cognitive psychology and social justice issues deepened my appreciation for the importance of awareness and intervention strategies aimed at reducing bias, as discussed in social psychology literature (Fiske & Taylor, 2017).

The credibility of "Hidden Brain" as a source stems from its foundation in empirical research and interviews with leading psychologists and behavioral scientists. The episode references studies conducted by well-known researchers such as Kahneman and Tversky, whose work on heuristics and biases is foundational in cognitive psychology. The podcast format, which combines accessible narration with expert insights, makes complex psychological concepts comprehensible without oversimplification. This credibility was reinforced by the citation of peer-reviewed research and real-world examples, making the information trustworthy and applicable.

This exploration prompted me to reflect on my own decision-making processes, especially in situations where I might unconsciously rely on heuristics. For example, I realize that I am often influenced by the availability heuristic when assessing risks, whether in health precautions or social judgments. This recognition motivates me to seek out more objective information and challenge my assumptions, aligning with the course emphasis on critical thinking and metacognition in psychology. Additionally, understanding the pervasiveness of biases has increased my awareness of social dynamics and the importance of fostering fairness and equity in my interactions.

Several questions emerged during this analysis. One pertains to the effectiveness of intervention strategies aimed at reducing heuristics and biases. Are there practical methods that individuals or organizations can implement to mitigate these mental shortcuts? Research suggests that awareness training and debiasing techniques can be effective, but their real-world applicability remains a topic for further exploration (Larrick, 2004). Another question concerns how cultural differences influence the prevalence and type of heuristics used; do various societies develop distinct mental shortcuts based on their unique environments, and how does this affect cross-cultural interactions? These questions point to the ongoing importance of research in social cognition and intercultural psychology.

In conclusion, this episode from "Hidden Brain" provided valuable insights into the nature of heuristics and cognitive biases, connecting strongly with principles we have discussed in class. It illustrated the powerful role of automatic processes in shaping human judgment and indicated the societal implications of these mental shortcuts. Reflecting on personal experiences and course concepts, I gained a deeper appreciation for the complexity of decision-making and the necessity of awareness to promote better individual and collective choices. This source enriched my understanding of social psychology and reinforced the significance of critical thinking in everyday life.

References

  • Fiske, S. T., & Taylor, S. E. (2017). Social cognition: From brains to culture. Sage Publications.
  • Larrick, R. P. (2004). Debiasing. In D. J. Koehler & N. Harvey (Eds.), Blackwell handbook of judgment and decision making (pp. 344-366). Blackwell Publishing.
  • Kahneman, D., & Tversky, A. (1973). Availability: A heuristic for judging frequency and probability. Cognitive Psychology, 5(2), 207-232.
  • Focusing on research from cognitive psychology and social cognition, this article demonstrates the importance of heuristics in decision-making.
  • Additional scholarly sources support the discussion about biases, heuristics, and intervention strategies, providing a comprehensive understanding of the topic.
  • Media and online sources, such as the "Hidden Brain" podcast, serve as credible and accessible platforms for exploring these concepts in context.
  • Empirical studies and theoretical frameworks outlined in classical and contemporary psychology literature underpin the analysis presented in the paper.

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