12 January 2015, Monday
6:30 pm – 7:30 pm
Theater T4, Meng Wah Complex, HKU
By Prof. Glyn HUMPHREYS,
Department of Experimental Psychology, Oxford University, UK
Distinguished Visiting Scholar, The University of Hong Kong
http://sol.edu.hku.hk/understanding-self-self-bias/
Psychodynamic couple therapy is based on psychoanalytic theory and focuses on interpreting defenses and anxieties to foster change. The therapist aims to join with the couple at an unconscious level to provide emotional containment and interpret anxieties that previously overwhelmed them. Key theories underlying psychodynamic couple therapy include Fairbairn's model of psychic structures, Klein's theory of projective identification, and Winnicott's theory of the parent-infant relationship, which all view relationships and unconscious processes as central to understanding couples.
The document provides an overview of Emotionally Focused Therapy (EFT) for couples, describing its theoretical underpinnings in experiential and systemic approaches as well as attachment theory. EFT uses a three stage, nine step framework to assess negative interaction cycles, access underlying emotions, create new bonding experiences, and consolidate secure attachment between partners. The therapist aims to develop trust, soften rigid positions, and facilitate new solutions through enactments and emotional engagement.
Strategic family therapy developed from combining elements of several theories including those of Erickson, the MRI group, Minuchin, Bateson, and Jackson. The therapist takes an active, directive role in planning interventions to change problematic feedback loops and achieve second-order change by modifying family rules. Core concepts include viewing problems as maintained through misguided solutions, conceptualizing symptoms as voluntary, and using techniques like tasks, paradoxes, and reframing. The goal is to motivate families to alter signature behavioral patterns associated with identified problems.
Bowenian Family Therapy focuses on differentiation and reducing emotional reactivity. The therapist acts as a neutral coach and educator. Assessment involves a genogram to identify multigenerational patterns. Goals are to increase self-differentiation long-term by reducing reactivity and triangulation in the short and intermediate term. Interventions include the genogram, coaching, and education throughout therapy.
The Milan approach focuses on viewing problems systemically and seeing how symptoms maintain family homeostasis. The therapist aims to help the family recognize how problems serve certain functions for the family system through circular questioning and other indirect interventions. Key techniques include hypothesizing family dynamics based on initial information, maintaining neutrality, and reframing problems and behaviors in a positive light to facilitate change in how the family views and interacts with each other. The goal is for the whole family to change their patterns rather than blaming individuals.
The document provides an overview of cognitive-behavioral therapy (CBT). It discusses the founders and key principles of CBT, including the idea that thoughts lead to feelings and behaviors. Some common issues treated with CBT are listed. The overall goals of CBT are to help clients become aware of connections between thoughts, feelings, and behaviors; develop new coping strategies; and ultimately overcome problems independently. Strategies used in CBT include identifying and challenging dysfunctional thoughts, practicing new cognitions, and applying CBT principles within family therapy settings.
The document summarizes Bowen family systems therapy techniques for working with the Stone family, who are seeking therapy to help their daughter Susie adjust to kindergarten and their plans for childcare. The therapy techniques discussed include creating a genogram to map the family relationships, maintaining a therapy triangle to avoid being drawn into family triangles, using process questions to gain objective information and clarify roles, and relationship experiments and coaching to increase awareness of family dynamics.
Learning is a relatively permanent change in behavior or knowledge due to experience. Behavioral changes can be due to learning or other causes like drugs, injury, or maturation. Learning starts with the mind accepting new knowledge which may or may not result in observable behavior changes. There are two main types of learning: classical conditioning where a neutral stimulus becomes associated with an original stimulus and response, and operant conditioning where people learn through reinforcement of pleasurable or avoidance of unpleasurable outcomes from behaviors. Perception involves how people interpret and make sense of their environment and is influenced by their experiences, motives, personality, and situational factors.
This chapter discusses social perception and learning in organizational contexts. It defines key concepts like social identity theory, attribution processes, and biases that influence social perception. It also explains principles of learning like operant conditioning and different reinforcement schedules that shape behaviors in work environments. The goal is to understand how social perception and learning principles apply to performance appraisals, interviews, developing corporate images, and designing effective training programs.
Bowen Family Systems Therapy focuses on differentiating self and reducing anxiety within family relationships. Key concepts include triangles, nuclear family emotional processes, multigenerational transmission, and emotional cutoff. The goal of therapy is to increase differentiation of self by decreasing reactivity between family members. Therapists work to lower anxiety in the family system by asking reflective questions and encouraging clients to consider their own role in relationship dynamics.
This document provides an overview of stage 2 of Emotionally Focused Therapy (EFT) for couples, which aims to deepen emotional engagement and bonding between partners. The key steps in stage 2 are:
Step 5 promotes identifying with previously disowned attachment needs and aspects of oneself. Step 6 facilitates each partner accepting the other's experiences. Step 7 expresses needs/wants to restructure the interaction and create bonding events. A central part of stage 2 is the "softening," where a previously hostile partner accesses vulnerability and the other responds with compassion, creating a new bond. The therapist's role is to help partners identify emotions, needs, and attachment fears, and facilitate new interaction patterns centered around emotional engagement.
Structural family therapy aims to change problematic family dynamics by altering the family structure. The therapist maps the family structure, including subsystems, boundaries, and hierarchy. Therapeutic interventions include enactments to observe family interactions and restructure boundaries and power dynamics within sessions. The goals are to establish clear generational and social roles and balance enmeshed or disengaged relationships. As the family structure changes through new interaction patterns, individual symptoms are expected to reduce. The therapist takes a directive role to transform the family structure through action-oriented strategies.
Strategic family therapy is a directive, goal-oriented approach developed by Jay Haley in the 1960s-1970s. It focuses on communication patterns, prescribing symptoms, and paradoxical interventions to create change. The therapist takes responsibility for influencing the family and designs specific strategies for each problem. Strategic family therapy aims to identify faulty family solutions and create second-order changes through challenging questions and directives.
Perception is important for understanding individual differences because how people perceived a situation determines how people behave. Perception is part of that personal dimension that makes people see situations differently as well as shapes their attitude in terms of their work environment. This lesson seeks to help students:
1. describe the major elements of the perceptual process;
2. identify the main factors that influence what individual perceive; and
3. Identify factors that determine how one person perceives another.
1) Two key learning processes are modeling, which occurs through imitation, and shaping, which occurs through rewarding small steps.
2) Cognitive learning assumes learning is complex and includes factors like motivation and intuition. It can be formal or informal.
3) Perception deals with how people interpret external stimuli; distortions can occur due to emotions, mental processes, and biases. People perceive stimuli based on their needs, attitudes, and motives.
The document discusses cognitive behavioral therapy (CBT) models and methods for couple relationships. It describes the phases of development in CBT couple therapy, from early behavioral couple therapy to newer phases focused on self-regulation and treating psychiatric disorders relationally. It then explains how CBT for couples works, with a focus on identifying counterproductive behaviors, beliefs, and triggers and practicing new relationship skills. Finally, it compares CBT couple therapy to integrative behavioral couple therapy, noting their similarities in using behavioral principles but differences in treatment strategies and theoretical frameworks.
Internal Family Systems Therapy (IFS) is an approach that views the mind as comprising distinct sub-personalities or "parts", including Protectors, Managers, Firefighters, and Exiles. The goal of IFS is to strengthen the "Self", which provides compassionate leadership over the parts. Therapy involves identifying the various parts, understanding how they interact, reducing internal conflicts between parts, and allowing each part to feel heard and appreciated in order to heal trauma and promote healthy functioning. The therapist displays patience and perspective in working with the client's parts to develop a self-led system capable of managing emotions and past painful experiences.
This document provides an overview of a research paper on family counseling approaches. It discusses cognitive behavioral therapy and rational emotive behavior therapy. It summarizes the key aspects of REBT, including the A-B-C model and cognitive restructuring. The document also discusses integrating Christian beliefs, noting that lasting change comes from internal motivation and examining thoughts to modify irrational beliefs at the cognitive root.
The document discusses the military family system and deployment cycle. It begins with introductions of the presenters and discusses key aspects of military culture like core values, rank, and what it means to be a veteran. It then outlines the challenges current service members and their families face with repeated deployments and high rates of PTSD. The deployment cycle is explained through its three phases of pre-deployment, deployment, and post-deployment. Each phase involves emotional stages families progress through. Lastly, the document discusses treatment approaches like cognitive behavioral family therapy, brief strategic family therapy, and emotion focused family therapy.
Presented by Dr. Sue Johnson at our annual Women in Mind Conference.
Dr. Sue Johnson is the Director of the International Center for Excellence in Emotionally Focused Therapy and Distinguished Research Professor at Alliant University in San Diego, California as well as
Professor of Clinical Psychology at the University of Ottawa, Canada.
This document summarizes an interview with Leslie Greenberg, the founder of Emotion-Focused Therapy (EFT). In the interview, Greenberg describes the core principles of EFT, which focuses on empathy and helping clients process emotions through an empathically attuned relationship. He explains how EFT was developed by integrating elements of other therapies like client-centered and gestalt therapy. Greenberg also discusses how EFT has evolved over time to incorporate more directiveness from the therapist. He emphasizes the importance of empathy training for therapists.
Behavior and its modification techniquesRangarajan S
This document provides an overview of techniques for modifying human behavior. It discusses several factors that influence behavior, including culture, attitudes, emotions, values, and authority. It also outlines various theoretical approaches to understanding behavior, such as psychodynamic, humanistic, behavioral, cognitive, and biological approaches. Finally, it describes several social modification techniques including positive and negative reinforcement, punishment, meditation, cognitive behavioral therapy, and more. The overall document aims to understand why people behave the way they do and how problem behaviors can be addressed.
The document provides an overview of key concepts in family systems therapy. It describes Gregory Bateson's influence on the field through his work on communication patterns, homeostasis, and feedback loops within families. The document also summarizes the basic assumptions of family systems therapy, including that problems arise from family interactions rather than individual pathology, and families resist change through circular causality and maintaining homeostasis. Finally, it outlines some of the core concepts developed by the Palo Alto Group, such as symmetrical/complementary relationships and triangulation.
P660 chapter 6 - strategic family therapy - natalieFebrika Setiyawan
The document discusses the theoretical underpinnings of strategic family therapy, including its focus on communication patterns, family rules and homeostasis. It describes Don Jackson's concept of family rules and how they maintain homeostasis. The document also outlines the Milan Associates' approach of identifying positive feedback loops that maintain problems and reframing family rules and interactions to change problematic behaviors.
Structural-strategic couple and family therapy focuses on how family structures define roles, rules, and boundaries. Symptoms originate when the executive subsystem is ineffective in managing stress or responding to life changes. Therapists challenge symptoms by assessing their purpose within the family system and prescribing tasks to practice new interaction patterns without the problematic behavior. The life cycle model outlines developmental stages and tasks that can create stress if the family is inflexible in adapting to needed changes.
This document discusses intrinsic and extrinsic motivation in second language learning. It reviews literature showing intrinsic motivation is superior because it involves learning for personal goals and satisfaction rather than external rewards. The study examines 30 junior high students' language learning motivation through questionnaires. Most students said their motivation was passive and reluctant due to outside pressures rather than interest in English. While participation was high, motivation was mostly passive and reluctant rather than intrinsic. The findings support that intrinsic motivation leads to better second language acquisition.
Writerly Web: Writing as an Open Web Interface (Mozilla Drumbeat)Arthit Suriyawongkul
1) The document discusses the idea of a more "writerly web" where open writing and user-generated content is encouraged through various interfaces and conventions.
2) It explores different aspects of a writerly web including read/write interfaces, user comments, formatting options, linking, embedding media, and human-to-human communication through hashtags and retweets.
3) While some human-machine interactions are less generative, lowering the barriers to participation can still help accelerate a more generative and open web where people can readily copy, reproduce, and build on each other's writing.
Learning is a relatively permanent change in behavior or knowledge due to experience. Behavioral changes can be due to learning or other causes like drugs, injury, or maturation. Learning starts with the mind accepting new knowledge which may or may not result in observable behavior changes. There are two main types of learning: classical conditioning where a neutral stimulus becomes associated with an original stimulus and response, and operant conditioning where people learn through reinforcement of pleasurable or avoidance of unpleasurable outcomes from behaviors. Perception involves how people interpret and make sense of their environment and is influenced by their experiences, motives, personality, and situational factors.
This chapter discusses social perception and learning in organizational contexts. It defines key concepts like social identity theory, attribution processes, and biases that influence social perception. It also explains principles of learning like operant conditioning and different reinforcement schedules that shape behaviors in work environments. The goal is to understand how social perception and learning principles apply to performance appraisals, interviews, developing corporate images, and designing effective training programs.
Bowen Family Systems Therapy focuses on differentiating self and reducing anxiety within family relationships. Key concepts include triangles, nuclear family emotional processes, multigenerational transmission, and emotional cutoff. The goal of therapy is to increase differentiation of self by decreasing reactivity between family members. Therapists work to lower anxiety in the family system by asking reflective questions and encouraging clients to consider their own role in relationship dynamics.
This document provides an overview of stage 2 of Emotionally Focused Therapy (EFT) for couples, which aims to deepen emotional engagement and bonding between partners. The key steps in stage 2 are:
Step 5 promotes identifying with previously disowned attachment needs and aspects of oneself. Step 6 facilitates each partner accepting the other's experiences. Step 7 expresses needs/wants to restructure the interaction and create bonding events. A central part of stage 2 is the "softening," where a previously hostile partner accesses vulnerability and the other responds with compassion, creating a new bond. The therapist's role is to help partners identify emotions, needs, and attachment fears, and facilitate new interaction patterns centered around emotional engagement.
Structural family therapy aims to change problematic family dynamics by altering the family structure. The therapist maps the family structure, including subsystems, boundaries, and hierarchy. Therapeutic interventions include enactments to observe family interactions and restructure boundaries and power dynamics within sessions. The goals are to establish clear generational and social roles and balance enmeshed or disengaged relationships. As the family structure changes through new interaction patterns, individual symptoms are expected to reduce. The therapist takes a directive role to transform the family structure through action-oriented strategies.
Strategic family therapy is a directive, goal-oriented approach developed by Jay Haley in the 1960s-1970s. It focuses on communication patterns, prescribing symptoms, and paradoxical interventions to create change. The therapist takes responsibility for influencing the family and designs specific strategies for each problem. Strategic family therapy aims to identify faulty family solutions and create second-order changes through challenging questions and directives.
Perception is important for understanding individual differences because how people perceived a situation determines how people behave. Perception is part of that personal dimension that makes people see situations differently as well as shapes their attitude in terms of their work environment. This lesson seeks to help students:
1. describe the major elements of the perceptual process;
2. identify the main factors that influence what individual perceive; and
3. Identify factors that determine how one person perceives another.
1) Two key learning processes are modeling, which occurs through imitation, and shaping, which occurs through rewarding small steps.
2) Cognitive learning assumes learning is complex and includes factors like motivation and intuition. It can be formal or informal.
3) Perception deals with how people interpret external stimuli; distortions can occur due to emotions, mental processes, and biases. People perceive stimuli based on their needs, attitudes, and motives.
The document discusses cognitive behavioral therapy (CBT) models and methods for couple relationships. It describes the phases of development in CBT couple therapy, from early behavioral couple therapy to newer phases focused on self-regulation and treating psychiatric disorders relationally. It then explains how CBT for couples works, with a focus on identifying counterproductive behaviors, beliefs, and triggers and practicing new relationship skills. Finally, it compares CBT couple therapy to integrative behavioral couple therapy, noting their similarities in using behavioral principles but differences in treatment strategies and theoretical frameworks.
Internal Family Systems Therapy (IFS) is an approach that views the mind as comprising distinct sub-personalities or "parts", including Protectors, Managers, Firefighters, and Exiles. The goal of IFS is to strengthen the "Self", which provides compassionate leadership over the parts. Therapy involves identifying the various parts, understanding how they interact, reducing internal conflicts between parts, and allowing each part to feel heard and appreciated in order to heal trauma and promote healthy functioning. The therapist displays patience and perspective in working with the client's parts to develop a self-led system capable of managing emotions and past painful experiences.
This document provides an overview of a research paper on family counseling approaches. It discusses cognitive behavioral therapy and rational emotive behavior therapy. It summarizes the key aspects of REBT, including the A-B-C model and cognitive restructuring. The document also discusses integrating Christian beliefs, noting that lasting change comes from internal motivation and examining thoughts to modify irrational beliefs at the cognitive root.
The document discusses the military family system and deployment cycle. It begins with introductions of the presenters and discusses key aspects of military culture like core values, rank, and what it means to be a veteran. It then outlines the challenges current service members and their families face with repeated deployments and high rates of PTSD. The deployment cycle is explained through its three phases of pre-deployment, deployment, and post-deployment. Each phase involves emotional stages families progress through. Lastly, the document discusses treatment approaches like cognitive behavioral family therapy, brief strategic family therapy, and emotion focused family therapy.
Presented by Dr. Sue Johnson at our annual Women in Mind Conference.
Dr. Sue Johnson is the Director of the International Center for Excellence in Emotionally Focused Therapy and Distinguished Research Professor at Alliant University in San Diego, California as well as
Professor of Clinical Psychology at the University of Ottawa, Canada.
This document summarizes an interview with Leslie Greenberg, the founder of Emotion-Focused Therapy (EFT). In the interview, Greenberg describes the core principles of EFT, which focuses on empathy and helping clients process emotions through an empathically attuned relationship. He explains how EFT was developed by integrating elements of other therapies like client-centered and gestalt therapy. Greenberg also discusses how EFT has evolved over time to incorporate more directiveness from the therapist. He emphasizes the importance of empathy training for therapists.
Behavior and its modification techniquesRangarajan S
This document provides an overview of techniques for modifying human behavior. It discusses several factors that influence behavior, including culture, attitudes, emotions, values, and authority. It also outlines various theoretical approaches to understanding behavior, such as psychodynamic, humanistic, behavioral, cognitive, and biological approaches. Finally, it describes several social modification techniques including positive and negative reinforcement, punishment, meditation, cognitive behavioral therapy, and more. The overall document aims to understand why people behave the way they do and how problem behaviors can be addressed.
The document provides an overview of key concepts in family systems therapy. It describes Gregory Bateson's influence on the field through his work on communication patterns, homeostasis, and feedback loops within families. The document also summarizes the basic assumptions of family systems therapy, including that problems arise from family interactions rather than individual pathology, and families resist change through circular causality and maintaining homeostasis. Finally, it outlines some of the core concepts developed by the Palo Alto Group, such as symmetrical/complementary relationships and triangulation.
P660 chapter 6 - strategic family therapy - natalieFebrika Setiyawan
The document discusses the theoretical underpinnings of strategic family therapy, including its focus on communication patterns, family rules and homeostasis. It describes Don Jackson's concept of family rules and how they maintain homeostasis. The document also outlines the Milan Associates' approach of identifying positive feedback loops that maintain problems and reframing family rules and interactions to change problematic behaviors.
Structural-strategic couple and family therapy focuses on how family structures define roles, rules, and boundaries. Symptoms originate when the executive subsystem is ineffective in managing stress or responding to life changes. Therapists challenge symptoms by assessing their purpose within the family system and prescribing tasks to practice new interaction patterns without the problematic behavior. The life cycle model outlines developmental stages and tasks that can create stress if the family is inflexible in adapting to needed changes.
This document discusses intrinsic and extrinsic motivation in second language learning. It reviews literature showing intrinsic motivation is superior because it involves learning for personal goals and satisfaction rather than external rewards. The study examines 30 junior high students' language learning motivation through questionnaires. Most students said their motivation was passive and reluctant due to outside pressures rather than interest in English. While participation was high, motivation was mostly passive and reluctant rather than intrinsic. The findings support that intrinsic motivation leads to better second language acquisition.
Writerly Web: Writing as an Open Web Interface (Mozilla Drumbeat)Arthit Suriyawongkul
1) The document discusses the idea of a more "writerly web" where open writing and user-generated content is encouraged through various interfaces and conventions.
2) It explores different aspects of a writerly web including read/write interfaces, user comments, formatting options, linking, embedding media, and human-to-human communication through hashtags and retweets.
3) While some human-machine interactions are less generative, lowering the barriers to participation can still help accelerate a more generative and open web where people can readily copy, reproduce, and build on each other's writing.
The document discusses the relationship between typography and writing. It argues that typography is the shaping of writing and is key to conveying information in both writing and web design. Several principles of typography for web design are outlined, asserting that web design is 95% typography and interface design is the remaining 5%.
This document provides an introduction to the key concepts of sociology. It defines sociology as the scientific study of social structure and human social behavior, with a focus on groups rather than individuals. The sociological perspective looks at behavior through this lens. Key terms defined include perspective, social structure, and sociological imagination. The document outlines how sociology is a social science that studies patterns of group behavior and seeks social rather than individual explanations for events. It discusses the influence of social groups and conformity, and the importance of developing sociological imagination to understand social forces that shape lives.
The document summarizes different approaches to economic anthropology - formalism, substantivism, and culturalism. It then provides examples of in-depth interviews conducted with a religious person, laborer, and economist. The religious person and laborer support substantivism, believing in reciprocity and social relations over individual choice. The economist supports formalism due to his job requirements, but personally believes in substantivism. In the end, the author supports substantivism, noting that social relations, giving back to society, and connecting with one's environment are important aspects of economic systems.
Economic Anthropology: Systems of ExchangePaulVMcDowell
There are three main ways that goods and services are distributed in societies: reciprocity, redistribution, and market exchange. Reciprocity involves the direct exchange of goods between two parties, and can take several forms from generalized reciprocity between close kin to balanced reciprocity which calculates value and timing of repayment. Redistribution involves goods and services flowing to a central authority who then reallocates them in a different form. Market exchange involves many buyers and sellers exchanging goods through pricing mechanisms. How these systems of exchange are implemented depends on social and political factors within each society.
1. Sociology is defined as the scientific study of society and human behavior.
2. Auguste Comte developed the idea and coined the term "sociology".
3. Serafin M. Macaraig was the first Filipino to acquire a doctorate in Sociology.
4. He published a book titled "An Introduction to Sociology" in 1938.
5. Father Valentin Marin introduced sociology in the Philippines with the opening of a criminology program at the Pontifical University of Santo Tomas in the 1950s.
This document discusses various aspects of perception and social perception. It begins by defining perception as the process of collecting, organizing and interpreting information from the environment to derive meaning. Sensation involves basic physiological responses to stimuli, while perception involves higher-level cognitive processing of sensory inputs. Perception involves stimulus registration, interpretation based on factors like learning and personality, feedback, behavior, and consequences. Selectivity and various external and internal factors influence perception. The document also discusses perceptual organization, constancy, context, defense and social perception and the factors that influence it like stereotyping and halo effects. It concludes with a discussion of attribution theory and impression management strategies used in organizations.
The document discusses key concepts in psychology including its nature as both a science and applied practice. As a science, psychology studies human and animal behavior through empirical research methods like experiments and correlations to understand mental processes and physiological underpinnings of behavior. As a practice, psychology applies this scientific knowledge to practical problems in various fields like clinical, cognitive, social and health psychology. The document also outlines different research methods used in psychology including experiments, surveys and case studies.
The document discusses intrinsic and extrinsic motivation. It defines intrinsic motivation as engaging in an activity for its own sake rather than for external rewards. Extrinsic motivation involves doing something for external rewards like money or praise. The document also discusses factors that influence intrinsic motivation like developing relationships and building confidence. It explores the role of neurobiology in language learning and how the amygdala specifically impacts affect and appraisal of learning situations. Finally, it addresses issues with measuring affective factors through self-reports, including problems with validity and cultural bias.
This document summarizes key concepts in social psychology including person perception, attribution, attitudes, prejudice, and strategies for reducing prejudice. It discusses how people quickly form impressions of others using mental shortcuts like social categorization and implicit personality theories. It also explains attribution and how people explain behaviors internally or externally. The concepts of in-group/out-group bias and cognitive dissonance are introduced as well.
This document discusses perception and attribution theory. It defines perception as the ability to see, hear, or become aware of something through the senses. Attribution theory examines how people construct meaning from events and make attributions about causes. There are several types of attribution errors that can occur, including the fundamental attribution error of overemphasizing internal factors for others' behaviors. The document also discusses concepts like selective perception, halo effect, stereotyping, and projection. Learning is defined as the modification of behavior through experience, and principles of learning include readiness, exercise, effect, primacy, and recency. Cognitive learning theory examines an individual's thoughts and interpretations, while social learning emphasizes learning through observing others.
This document discusses individual behavior in organizations. It begins by reviewing the major psychological factors that influence individual behavior, such as perception, attitude, personality, and emotions/moods.
It then defines behavior as the response made by an individual in response to external stimuli or factors in their environment. Both heredity and environment determine an individual's behavior. Individual differences may be categorized as personality differences or differences in ability. Understanding others' behavior can help influence them.
The document discusses several factors that influence individual differences, including perception, attitude, personality, abilities/skills. It provides details on perception, attitudes, the components of attitudes, how attitudes are formed and changed. It also discusses the Big Five personality traits of extra
This document provides an overview of key concepts in psychology, including different psychological perspectives and research methods. It discusses functionalism as an early psychological approach, psychoanalysis, and major psychological perspectives like psychodynamic, biological, cognitive, and sociocultural. It also describes different research methods used in psychology like descriptive studies, correlational studies, and experiments.
This document provides an overview of the key concepts in psychology including its history, perspectives, research methods, and ethical guidelines. It discusses how psychology emerged as a separate field from philosophy in the 19th century with pioneers like Wundt, James, and Freud establishing different approaches. Modern psychology incorporates various perspectives including biological, psychodynamic, behavioral, cognitive, and cross-cultural views. Research methods range from descriptive studies to experimental designs, with correlational research examining relationships between variables. Ethical standards aim to protect participants through informed consent and confidentiality.
This chapter discusses perception and related concepts. It defines perception as how individuals select, organize and interpret stimuli to understand their environment. It distinguishes perception from sensation. The subprocesses of perception include registration, interpretation, and response. Factors that influence perception include attention, learning, motivation, personality and the perceiver, target, and situation. Perceptual organization involves processes like figure-ground perception, grouping, closure and constancy. Social perception examines how individuals perceive others through attribution, stereotyping and halo effects. Impression management refers to strategies individuals use to control how others perceive them. Perception ultimately influences individual decision-making.
This document provides an overview of lifespan development and the major topics studied within this field. It discusses the four main areas of focus: physical, cognitive, personality, and social/emotional development. It also describes some of the major theoretical perspectives in lifespan development like psychoanalytic, behavioral, cognitive, and humanistic theories. Different research methods used in developmental research are outlined like descriptive, correlational, experimental, longitudinal, and cross-sectional approaches. Ethical considerations for research with human subjects are also briefly discussed.
The consequences of overconfidence affect many spheres of economic life. As yet, few factors are known that
determine the extent of possible overconfidence. There are also few studies concerning the influence of positive and
negative emotions on self-assessment. It has not yet been examined whether emotions can affect learning effects
regarding self-assessment, wherefore the present study addresses this research question. In a real-effort-task
experiment the participants are presented with tasks over the course of 5 rounds. After each round, they are asked to
assess their own performance. They are then given feedback on their actual performance, thereby allowing for
learning effects. Their mood is induced by positive (treatment ―positive‖), negative (treatment ―negative‖) and
neutral (treatment ―neutral‖) movie clips. There are no significant differences in the three treatments regarding
absolute and relative overconfidence. However, the participants’ moods differed with regard to the occurr ence of
learning effects. Obvious learning effects can be established in a neutral mood when examining absolute
overconfidence. These learning effects cannot be detected in positive and negative moods
Affective and Cognitive Factors in Preferences.pptxsahoosc
Affective factors play an important role in the development and maintenance of preferences. The representation of affect can take a variety of forms, including motor responses and somatic reactions. This explains why cognitive methods of preference change that are directed at only one form of representation have seldom been effective.
This study examined whether positive self-talk combined with behavioral reinforcement could improve self-esteem in young adult women. 10 participants were randomly assigned to an experimental group, who wrote and said positive statements about themselves daily before washing hands and eating, or a control group. Both groups completed a self-esteem questionnaire before and after. Results showed no significant differences between groups over time, but a significant interaction effect, suggesting positive self-talk may have improved self-esteem when combined with reinforcement but not on its own. Further research is needed to understand these interpretive findings.
PY 305 – History and Systems Concept Check – Section 4 AlleneMcclendon878
PY 305 – History and Systems
Concept Check – Section 4
Directions: Answer each of these questions after reading the text and listening to the lecture. These
questions are to help you think critically about the material and will help to prepare you for the exams.
All answers must be in your own words. Do not copy definitions out of the book or from any other
source – explain your understanding of the terms. If any parts of your answers are copied from any
other source, you will receive a 0 and be reported to the Academic Integrity Committee for Academic
Misconduct. Proofread your work very carefully. Your writing is expected to be formal. Proper spelling
and grammar are imperative - if the reader cannot comprehend the writing, then the answer cannot be
understood. If the answers are not proofread carefully, you may receive a 0 for the assignment. Answer
each question thoroughly for full credit.
Write your answers using Word and attach it to the assignment link. Do not type your answers directly
into Blackboard.
1. Explain how Watson’s view was different from the psychologists in Germany. What do you think
about Watson’s views regarding what psychology should be? Explain your answer. Be specific.
2. In your opinion, can the philosophies of Behaviorism and Gestalt coexist in psychology, or is it
necessary to agree with one or the other? If they can coexist, explain how the two ideas can
inform each other. If not, explain why and which you believe is better than the other.
3. Discuss the theories and views of 2 of the neo-Freudians. Describe how their views were
different from Freud’s. Do you think their views are better or worse than Freud’s? Why?
This benchmark assignment assesses the following competency: 4.2 - Analyze the human, economic, and environmental issues involved in emergency planning, response, and recovery.
Emergency planning must take into account both short- and long-term recovery. This can pose a particular challenge since specific long-term needs can vary tremendously depending on the scope and nature of the incident. While the ultimate goal is to help the community return to its predisaster state, that may not always be possible depending on the nature of the disaster. Regardless of circumstances, the government’s role is to assist in the reestablishment of order and ensure people’s daily lives and the economies of impacted areas can return to normal functioning as swiftly as possible. Once basic needs have been provided for in the immediate wake of disaster, emergency managers and officials are responsible for implementing long-term recovery plans.
For the Recovery section of your AAR (3-4 pages), research both the short- and long-term recovery efforts for your selected event. Analyze how effectively efforts of planning, response, and recovery promoted the return to predisaster levels of community, economic, and environmental functioning in the region.
1. Discuss the strengt ...
The document provides an overview of key concepts in psychology including:
- The science of psychology studies behavior and mental processes.
- Early philosophers debated the relationship between mind and body and the influences of nature vs nurture.
- Modern psychology emerged in the 19th century with pioneers like Wundt, James, Freud, Watson, and Skinner developing approaches like structuralism, functionalism, psychoanalysis, and behaviorism.
- Contemporary psychology incorporates perspectives like biological, psychodynamic, behavioral, humanistic, cognitive, cross-cultural, and evolutionary.
- Scientific methods used in psychology include descriptive research, correlation and experimental designs to describe, explain, predict and control behaviors.
This document provides an overview of topics covered in a psychology course for week 2. It includes a syllabus, chapters on correlation and experiments, and a section on biology and the brain. The biology section describes the major parts of the brain from the brainstem to the cerebral cortex. It outlines the specialized functions of areas like the hypothalamus, hippocampus, amygdala, and cerebral hemispheres. The document concludes with assigning homework and noting what will be covered in the next week's class.
Perceived Parental Criticism, Self-Criticism and Depression: An Exploratory R...Gabriele Caselli
This study explored the relationships between perceived parental criticism, self-criticism, rumination, concern over mistakes, and depression. The researchers found that perceived parental criticism indirectly predicted self-criticism through its effects on rumination and concern over mistakes. Self-criticism directly predicted depression, over and above the effects of rumination and concern over mistakes. The results suggest early experiences with parental criticism can influence negative cognitive styles like self-criticism, which then maintain depressive symptoms. Addressing self-criticism may be important for preventing and treating depression.
Perception is a complex cognitive process that involves selecting, organizing, and interpreting stimuli. It differs between individuals based on their needs, expectations, and past experiences. Perception involves both internal cognitive processes and external environmental factors. There are several factors that can influence perception, including the perceiver's attitudes and motives, the target stimulus, and the surrounding situation. Perceptual processes like figure-ground perception, grouping, and constancy help organize sensory information. Social perception involves processes like attribution and impression management that influence how people perceive and evaluate others. Stereotyping and halo effects are common problems that can occur in social perception.
This document provides an overview of organizational behavior concepts. It discusses the meaning and nature of organizational behavior, why it is studied, fundamentals of individual behavior including personality, effectiveness, attitudes, and groups. It also covers interpersonal skills like communication, listening, feedback, and transactional analysis. In summary, the document defines organizational behavior, examines factors that influence individual and group workplace interactions, and outlines key interpersonal concepts relevant to organizational behavior analysis.
Keynote 1: Teaching and Learning Computational Thinking at ScaleCITE
Computational thinking involves problem formulation, pattern recognition, abstraction, and algorithm design. It is an important 21st century skill and countries are incorporating it into curricula. MOOCs can effectively deliver computational thinking education at scale. HKUST offers MOOCs on Java programming, app development, and engineering design that teach computational thinking concepts. Learning analytics provide insights into how students learn from MOOCs.
Keynote 2: Social Epistemic Cognition in Engineering Learning: Theory, Pedago...CITE
Title: Social Epistemic Cognition in Engineering Learning: Theory, Pedagogy, and Analytics
Speaker:
Prof. Rosanna Yuen-Yan Chan, Member-at-Large, Board of Governors, IEEE Education Society
Department of Information Engineering, The Chinese University of Hong Kong
Time:
14:15-15:15, 9 June 2018 (Saturday)
Venue:
Rayson Huang Theatre, The University of Hong Kong
Sub-theme:
Learning design and learning analytics
Chair:
Dr. Gary Wong, Faculty of Education, The University of Hong Kong
http://citers2018.cite.hku.hk/program-highlights/keynote-chan/
Prof. Gerald KNEZEK: Implications of Digital Generations for a Learning Society CITE
Keynote:
Implications of Digital Generations for a Learning Society: New Technologies, Pedagogies, and Assessments
Speaker: Prof. Gerald Knezek, University of North Texas
Time: 14:30 – 15:30, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
citers2015.cite.hku.hk/keynote-knezek/
Invited Talk: Open Access: Promises and Reality
Speakers: Mr. Peter E SIDORKO, University Librarian, HKU; Mr. Fred CHAN, Research and Data Services Librarian, HKU
Time: 10:00-10:30, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
http://citers2015.cite.hku.hk/program-highlights/talk-sidorko/
Invited Talk:
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Speaker: Dr. David Gibson, Curtin University
Time: 9:15 – 10:00, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
http://citers2015.cite.hku.hk/program-highlights/talk-gibson/
Analogy, Causality, and Discovery in Science: The engines of human thoughtCITE
13 January 2015, Tuesday
12:45 pm – 2:00 pm
has been changed to RMS 101, Runme Shaw Bldg., HKU
By Professor Kevin Niall DUNBAR,
College of Education, University of Maryland, College Park, US
http://sol.edu.hku.hk/analogy-causality-discovery-science-engines-human-thought/
Educating the Scientific Brain and Mind: Insights from The Science of Learnin...CITE
9 January 2015, Friday
12:45 pm – 2:00 pm
RMS 101, 1/F., Runme Shaw Bldg., HKU
by Professor Kevin Niall DUNBAR,
College of Education, University of Maryland, College Park, US
http://sol.edu.hku.hk/educating-scientific-brain-mind-insights-science-learning-educational-neuroscience/
Science of Learning — Why it matters to schools and families?CITE
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The implementation of "Reading Battle" in Lam Tin Methodist Primary SchoolCITE
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3. Preliminary findings showed the online quizzes excited students and improved reading engagement, teachers' understanding of students' needs, and collaboration among staff. Ongoing data collection and dialogue with stakeholders would help refine the program.
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Gobert, Dede, Martin, Rose "Panel: Learning Analytics and Learning Sciences"CITE
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The document discusses several open learning analytics initiatives:
1) Open Learning Analytics (OLA) which aims to create an open ecosystem around LA software, standards, models, content and transparency.
2) The LAMP program which seeks to develop open educational resources and curriculum around learning analytics through MOOCs and collaboration between universities.
3) Open learning about open learning analytics through the creation of MOOCs and graduate programs focused on LA.
4) The LACE project which works to develop an online community for sharing LA knowledge and connecting professionals.
5) Two open access journals focused on publishing LA research - the Journal of Learning Analytics and the Journal of Educational Data Mining.
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Xiao Hu "Overview of the Space of Learning Analytics and Educational Data Min...CITE
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Different case studies of intellectual dishonesty and integrity were discussed.
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2. Id, superego & ego: ego a form of moderation
between desires and social context, to serve
the purpose of the individual
Physical, mental, spiritual aspects of the self
Physical aspects could be transferred to
objects associated with the self
3. These different aspects of the self have been difficult to
study without relying on subjective opinion
Different – more indirect - approach
Study the way the self biases judgements which can
be measured objectively
Then to study what characterises self biases in judgements
4. Self bias effects
There is considerable work showing that humans
show a bias towards information related to
themselves
Memory (Conway et al., 1996)
Trait evaluation (Klein et al., 1989)
Face recognition (Keenan et al., 1999)
7. However it is unclear what factors drive these effects
(what aspects of the self are important? visual
familiarity?)
It is unclear what type of process may be affected
(enhanced perception?)
The relations between the effects and basic
underlying processes (e.g., reward, emotion) remain
unexplored.
8. We have tried to examine these issues using new
simple procedures developed to assess the
associative learning of self bias
Procedures can be used for various associations
other than the self [reward, emotion]
Procedures can be used to look at exactly what
processes are changed by being associated with the
self
Work aims to tell us
– what characterises the self in self bias effects?
- what processes are affected?
- how does this relate to factors such as reward
and emotion?
9. Here I will introduce the self-association procedure to
show that self-bias effects are robust and stable
across individuals
Effects depend on a specific neural circuit
Effects reflect the self as a form of ‘glue’ for
integrating information
Effects can be distinguished from biases reflecting
reward and emotion – though influenced by both
Self-biases reflect the ‘self’ as a hub through which
we integrate incoming information
21. Self-bias in individuals – trait-like measure
Stability: test - retest
Individuals who show a strong self bias do so
across different occasions
Self-bias – even in such simple tasks – is a personal
characteristic
Linked to how individualistic the person is on
questionnaire measures
22. Part 2: Brain mechanisms of the effects
Participants performed the self-association match
task in the scanner
How do brain states change to generate the effect
(Sui, Rotshtein & Humphreys, 2013, PNAS)?
23. vmPFC classically associated
with self processing
LpSTS linked to the ventral
attentional network
Linking of self to socially
salient signal
Strength of connections
related to the strength of the
self advantage
24. Activity in the classic
dorsal attention control
network
Consistent with attention
needed for the more
difficult task
25. Opposite roles
in two neural
networks
Self tagging - a neural circuit of
vmPFC LpSTS
Self tagging - a neural circuit of
vmPFC LpSTS
Other-tagging - the frontal-parietal
control network
Other-tagging - the frontal-parietal
control network
Networks compete to determine behaviour
26. Part 3: The nature of self bias
1.The self as perceptual and memorial glue
27. A redundant trial
Redundancy gains occur when we have to
verify the presence of a target, performance is
enhanced when two targets are present relative
to when only a single target appears.
Redundancy gains occur when we have to
verify the presence of a target, performance is
enhanced when two targets are present relative
to when only a single target appears.
A trial with single item
28. A personal association task -
self vs. friend
A personal association task -
self vs. friend
Identical redundant
stimuli
A trial with single item
Same person
redundant stimuli
Sui & Humphreys, in press, APP
Sui, Yankouskaya, & Humphreys, in press,
JEPHPP
29. Self advantage
Formal analyses of these effects provide powerful
constraints on how they occur – e.g., whether there
is enhanced perceptual integration.
Formal analyses of these effects provide powerful
constraints on how they occur – e.g., whether there
is enhanced perceptual integration.
30. 1 = no capacity limits <1 limited capacity
>1 = super capacity
The self has super-capacity ‘super glue’
32. The self as ‘glue’ for memory
YOU FRIEND
1. Match to the label
2. Recall all items
What happens to the items from the relevant categories?
What happens to the irrelevant items?
33. Self advantage for relevant and irrelevant items
Self association as glue
34. Self bias is linked to greater integration of
stimuli in perception and in memory
The self as perceptual and memorial glue
Are these effects related to reward or emotion?
35. Part 4: Self-, reward-, and emotion-biases
£8£0.5
YouFriend
36. Self-, reward-, and emotion-biases
Effect of brain lesionEffect of brain lesion
Are these the same
phenomenon?
Self as high reward or
positive emotion?
37. January 19, 2015Presentation title, edit in
header and footer
(view menu)
Page 37
Damage to left circuit – change the self advantage
Damage to right circuit – reduce attentional control &
increase the self advantage
What happens to the effects of emotion and reward?
38. The left frontal lesion
associated with three
types of hyper-biases
Frontal lesion of the executive control
network
40. The left insula and
vmPFC lesion associated
with hypo-self and
hyper-emotion
Lesion of self representation
41. The neuropsychological data suggest that
self, reward and emotion biases are not the
same phenomenon
This conclusion also supported by results
where one factor is pitted against another
Self to low reward, stranger to high reward
etc.
43. Conclusions:
Part 1: Self-bias occurs in simple association learning.
Self bias acts like an individual trait
Part 2: Self bias is supported by a neural network
independent of the attentional network
Part 3: Self bias is sensitive to a self-reference frame and
it reflects super-integration in perception and memory
Part 4: Self-bias is not driven just by reward or emotion valence
44. Conclusions:
Association with self-representation is a cognitive enhancer
in perception and memory
Harnessing self-bias effects may be an effective means
of improving memory and perception
Self bias may reflect a basic aspect of human cognition
and perception – to produce enhanced attention to self
relevant stimuli
46. GA – patient who suffered herpes simplex encephalitis – severe
amnesia
We assessed if his amnesia could be reduced
by having him make personal associations with stimuli –
objects assigned as belonging to him or sister
48. Overall points:
Techniques of this type may have provide a new means of
exploring perception in a social context
Self bias modulates even basic perceptual processing –
perception not isolated (Fodor, 1983)
Self bias may reflect a basic aspect of human cognition
and perception – to produce enhanced attention to self
relevant stimuli
49. Overall theoretical & methodological points:
Techniques of this type may have provide a new means of
exploring perception in a social context
Self bias modulates even basic perceptual processing –
perception not isolated (Fodor, 1983)
Self bias may reflect a basic aspect of human cognition
and perception – to produce enhanced attention to self
relevant stimuli
51. To what extent do these effects of the self
reflect more basic processes – such as the
self being linked to high reward (Northoff &
Hayes, 2011)
Used the tagging paradigm with stimuli
varying in reward
£15 £5 £1
52. Effects of reward & contrast
Effects mimic those of self
association
If we pit self against reward?
54. Conclusions:
After <15 learning trials, neutral shapes can be tagged
with social significance
This changes the perceptual salience of the stimulus
- self-associated shapes gain in perceptual salience
There is also a change in the neural response to tagged shapes
The self-bias effect does not seem ‘merely’ to reflect
differential familiarity or reward
55. Overall points:
Techniques of this type may have provide a new means of
exploring perception in a social context
Self bias modulates even basic perceptual processing –
perception not isolated (Fodor, 1983)
Self bias may reflect a basic aspect of human cognition
and perception – to produce enhanced attention to self
relevant stimuli
56. Self-, reward-, and emotion-biases
Effect of brain lesionEffect of brain lesion
Control data
58. Part 2: Automaticity and brain circuits
How automatic are these effects?
Vary the probability with which the match pairs appear
(Sui et al., APP, 2014)
Can you reduce self bias if the self only appears
rarely?
Self: Mother: Stranger 1: 3: 3
Self: Mother: Stranger 3: 1: 3
Self: Mother: Stranger 3: 3: 1
59. Performance plotted relative to when there were
equal probabilities of occurrence
Faster as probability varies
Slower as probability varies
60. What happens on low probability trials?
No cost for the self condition, costs on
performance for mother and stranger
conditions
61. What happens on high probability trials?
Mother & Stranger
Self & Mother
Self & Stranger
Only self gains
62. On low probability trials substantial costs for low frequency
‘other’ stimuli (relative to same frequency baseline) – effects
of expectancy to high frequency
Yet NO costs for self
On high probability trials, benefits for 2 high frequency
‘others’
Substantial benefits for self but NOT for paired ‘other’
Low probability trials - self advantage is automatic
High probability trials - self expectation is dominant
70. Activity in the classic
dorsal attention control
network
Consistent with the more
difficult task
71. On mismatch trials you can examine activity linked to the
self shape, the self label or neither
Relations between brain activity and behaviour
72. Effect on perception: change the contrast of the shape
Effects of social
association modulates
effects of stimulus contrast
on perceptual sensitivity
Evidence for a perceptual
locus
Is this effect stable – like a trait measure?
73. Effects of social significance can be
established in simple perceptual matching
tasks
Effects modulate perception (redundancy,
stimulus contrast)
Effects stable across individuals over time
74. Part 3: Brain mechanisms of the effects
Participants performed the self-association match
task in the scanner
How do brain states change to generate the effect
(Sui, Rotshtein & Humphreys, 2013, PNAS)?
75. vmPFC classically associated
with self processing
LpSTS linked to the ventral
attentional network
Linking of self to socially
salient signal
76. Dynamic causal model:
Stronger intrinsic
connectivity
from vmPFC
LpSTS, the
more efficient
performance for
matching self trials
77. Activity in the classic
dorsal attention control
network
Consistent with the more
difficult task
78. Opposite roles
in two neural
networks
Self tagging - a neural circuit of
vmPFC LpSTS
Self tagging - a neural circuit of
vmPFC LpSTS
Other-tagging - the frontal-parietal
control network
Other-tagging - the frontal-parietal
control network
Sui, Rotshtein, & Humphreys, 2013,
PNAS
79. Conclusions:
Self-matching affected by a neural circuit
connecting self representations (vmPFC)
attentional responses to sensory signals (LpSTS)
Strength of connections within this circuit
determine the efficiency of behaviour to self-
associated stimuli
Self-attention network distinct from the classic
fronto-parietal attentrional network
80. Mevorach et al. (2006, Nature Neuroscience)
People respond faster to whichever level is more salient,
and they show less interference from the other (distractor)
level
81. These effects of perceptual saliency have been
linked with neural control centres in posterior parietal
cortex
Evidence from fMRI studies where the magnitude of
interference from salient distractors in manipulated
(Mevorach et al., 2009, JCoN)
82. Target low saliency & distractor high saliency –
target high saliency & distractor low saliency
Cluster along the left IPS shows increased
response when high saliency distractors need
to be rejected Left IPS works harder to reject
such distractors?
Are there similar behavioural and
neural effects with social saliency?
83. 4 experiments
Experiment 1 – demonstrating performance
with neutral shapes
Experiment 2 – demonstrating the pattern of
performance when perceptual saliency of the
shapes is varied
Experiment 3 – demonstrating effects of social
saliency
Experiment 4 - fMRI
88. Can these effects be mimicked by manipulating social
rather than perceptual salience?
Hexagon self, square friend, circle other
Task = identify the shape at the target level as being you
or friend
91. Does self association change the brain’s
response to stimuli
Run the local-global experiment in the scanner
92. Overlap of neural response to social saliency and
perceptual saliency
Editor's Notes
#22: In contrast to the first results, there are also different effects of self and reward.
We look at the individual difference
#26: Neural circuit involves increased functional connectivity between vmPFC and pSTS
This circuit is distinct from the fronto-parietal attentional control network – two may be opposed in generating behaviour
#28: Redundancy gain - when we have to verify the presence of a target, performance is enhanced when two targets are present relative to when only a single target appears.
There is evidence that these redundancy gains can reflect enhanced perceptual processing of stimuli, an effect that is modulated by whether the stimuli are coded as part of a common object representation (Mordkoff & Danek, 2011).
Most studies have assessed redundancy gains based on simple perceptual properties of stimuli (e.g, their color or orientation) and we have sparse evidence on whether higher-level processes modulate the effects.
#30: Redundant self stimuli alone both violated the independent race model and were processed with super-capacity. In contrast, the redundant high reward stimuli did not show race inequality and were associated with limited capacity processing. The data advance our theoretical understanding of self bias both by demonstrating that it can be distinguished from effects of reward, and by suggesting that self-bias can result from the enhanced integration of stimuli associated with the self.
#79: Neural circuit involves increased functional connectivity between vmPFC and pSTS
This circuit is distinct from the fronto-parietal attentional control network – two may be opposed in generating behaviour